The influence of teacher education on mentor teachers’ role perception in professional development schools

Klieger, Aviva; Oster-Levinz, Anat

doi:10.1080/02607476.2015.1010873

Cited by 15 publications

(7 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, a special role is assigned to the organization of psychological and pedagogical support for young teachers at the beginning of their professional activity, when the process of professional development is inextricably linked with personal changes, normative regulation of activities (Klieger & Oster Levinz, 2015).…”

Section: Resultsmentioning

confidence: 99%

Continuous Pedagogical Education: Some Digital Accents

Skudareva¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The problem of continuous pedagogical education in the modern university cluster, representing now theoretical and practical interest for involved communities, is actualized in the article. The necessity of cardinal renewal of organizational, content and technological components of the university education, dictated by the digital economy, is grounded. The possible reasons for the failures of Russian education, influenced by the crisis in the world educational trends, are revealed. The difficulties for the implementation of professional educational activities, associated with the socio-economic uncertainty of the teacher's professional status, the high probability of unpredictable situations, the contradictions between public needs, time challenges and educational activities, are determined. The authors present the implementation experience of the practice-oriented model of teacher's continuous education, actualizing such aspects as professional selection of school graduates showing an inclination for teaching in pedagogical universities; updating the system of pedagogical vocational education in accordance with the personal, social and state requirements; young teacher's multi-faceted accompaniment in the postgraduate period. The results of the project "Continuous pedagogical education: from vocational guidance to postgraduate support" at State University of Humanities and Technology (GGTU) are summarized: pedagogical classes as a component of the system service and tools of future applicants' pedagogical motivation; innovative competence-oriented model of continuous pedagogical practice using the digital environment capabilities; the development of psychological, pedagogical and methodological support system for young teachers -graduates from GGTU -at the professionalization stage. The authors focus on the modern university educational space digitalization, which gives new opportunities for continuous pedagogical education.

show abstract

Section: Resultsmentioning

confidence: 99%

Continuous Pedagogical Education: Some Digital Accents

Skudareva¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Similarly, professional relationships and collaboration positively affect each other. Klieger and Oster-Levinz (2015) offer a model called the professional development school, which is based primarily on collaboration between higher education providers and schools for connecting theory and practice, and gives rise to a mentoring system for pre-service teachers (Hennissen et al, 2011). Thus, an increased level of school-level teachers' qualification improves the level of perception of teachers in professional learning community practices (Ho, Lee & Teng, 2016).…”

Section: Discussionmentioning

confidence: 99%

Qualification Journey in Teacher Training: Case in Northern Cyprus

Erden¹

2016

EJER

View full text Add to dashboard Cite

In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade middle school students through drawings. Research Methods: The study group of this research which is a descriptive

show abstract

“…Research studies on teacher professional development and teacher quality have been identified as a lever for improving the quality of teaching and student outcomes (Bayar, 2014;Borko et al, 2010;Higgins & Parson, 2011;Klieger & Oster-Levinz, 2015;Van der Bergh et al, 2015). Unfortunately, research in South Africa and internationally has shown that professional development approaches intended to help teachers move beyond typical teaching practices have not had a significant impact on teaching and learning (Bantwini, 2012;Bertram, 2011;Luneta, 2012;Jita & Mokhele, 2014;Opfer & Pedder, 2011).…”

Section: Background the Plan Policy And The Establishment Of Dtdcs Inmentioning

confidence: 99%

How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal, South Africa

Ajibade

Bertram

2020

PiE

View full text Add to dashboard Cite

This research is based on case studies of seven district teacher development centres (DTDCs) in the KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding professional learning and development experiences at these centres. The purpose of the study was to determine the role centres play in supporting teachers' learning and development as stipulated in the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) policy in South Africa. The study employed a qualitative research approach in which semi-structured interviews, observation, document analysis and field notes were used to generate data from six centre managers, two librarians, two ICT specialists and 46 teachers at the centres. Findings from the study indicated that the DTDCs create an ideal opportunity for teachers' professional learning with the presence of computer, science laboratories and libraries. However, the study noted that teachers seldom used these resources. Teachers used the centres mainly for professional development activities such as workshops and meetings. Our study concludes that at present, the centres are not supporting the full vision of the policy, and the potential of DTDCs to enhance teacher learning and development remains largely untapped.

show abstract

The influence of teacher education on mentor teachers’ role perception in professional development schools

Cited by 15 publications

References 25 publications

Continuous Pedagogical Education: Some Digital Accents

Continuous Pedagogical Education: Some Digital Accents

Qualification Journey in Teacher Training: Case in Northern Cyprus

How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal, South Africa

Contact Info

Product

Resources

About