- Author:
Kim Koh
- Author:
Lyndon Lim
- Author:
Charlene Tan
- Author:
Mubarak Habib
- Year of publication:
2015
- Source:
Show
- Pages:
211-221
- DOI Address:
https://doi.org/10.15804/tner.2015.40.2.18
- PDF:
tner/201502/tner20150218.pdf
The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration.
- Author:
Arleta Suwalska
- E-mail:
arletasuwalska@o2.pl
- Institution:
University of Łódź, Polan
- ORCID:
https://orcid.org/0000-0003-0713-8451
- Year of publication:
2020
- Source:
Show
- Pages:
10-24
- DOI Address:
https://doi.org/10.15804/kie.2020.04.01
- PDF:
kie/130/kie13001.pdf
This article presents the relationship between the Finnish educational change in schools (the Finnish Reform Movement), selected aspects of teachers’ professional development and context of educational thinking influenced by John Dewey’s pedagogy. The successful change of schools “calls for a ‘new professionalism’ in which teachers’ work is based on research-based, outcomes-oriented, data-driven and team focused at the same time as it is globalised, localised and individualised, with lifelong professional learning the norm for the specialist in school education” (Caldwell, 2003, p. 8). In this light, the article presents an overview of in-service training of teachers, cooperative learning and teachers’ autonomy in schools in the context of teachers’ professional development.
- Author:
Michaela Skúpa
- E-mail:
michaela.skupa@umb.sk
- Institution:
Matej Bel University in Banská Bystrica
- Author:
Denisa Šukolová
- E-mail:
denisa.sukolova@umb.sk
- Institution:
Matej Bel University in Banská Bystrica
- Author:
Ivan Pavlov
- E-mail:
ivan.pavlov@umb.sk
- Institution:
Matej Bel University in Banská Bystrica
- Year of publication:
2021
- Source:
Show
- Pages:
191-202
- DOI Address:
https://doi.org/10.15804/tner.21.63.1.15
- PDF:
tner/202101/tner6315.pdf
The aim of the study was to determine the level of ethical manifestations in trainers of teacher continuing education and to compare trainers’ self-evaluations with their evaluations by teachers. The same was measured also in trainers of other adult professional training and participants of that type of education. Research involved 262 participants, and ethical competencies were measured using the Questionnaire of Trainers’ Ethical-Humanistic Manifestations by Pavlov and Skúpa (2018). It was found out that the overall level of ethical competencies was high above-average and comparable in both groups of trainers. Trainers of teacher continuing education statistically significantly overestimated themselves in comparison with how teachers perceived them as participants of the continuing professional development. A similar phenomenon was observed also in trainers of other professional training, although less significant. From the point of view of trainees, trainers of teacher continuing development were evaluated in some measured aspects worse than trainers of other professional training.
- Author:
Michaela Píšová
- E-mail:
michaela.pisova@upce.cz
- Institution:
University of Pardubice, Czech Republic
- Year of publication:
2005
- Source:
Show
- Pages:
171-185
- DOI Address:
https://doi.org/10.15804/tner.05.7.3.12
- PDF:
tner/200503/tner712.pdf
The text aims to provide a review of recent educational research conducted in the field of teacher professional development in order to contribute to the ongoing discussion concerning both initial and further education of teachers.