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Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
... The term development of skills in activities has been viewed as a condition of professional learning procedures. Significant of artistic activities such as workshops and exercises aimed at enhancing teaching and learning as cited from Fullan (2007), Wei et al. (2009), Stewart (2014 and Overstreet (2017). The level of context in particular artwork is presented can explain the categories of information that will be achieved through the participants of the teachers and children. ...
This research shares the exploration of fundamental sketch aesthetics in preschool children’s educational activities on visual arts skills. The exploration of this study is bound to the involvement of visual arts essential activities to the advancement of children’s preschool skills. The knowledge concerns following the advances of curative benefits that derive from an understanding of crafted sketching patterns and the potential of unique visual arts response of preschoolers. The issues bring children to necessitate the chance and opportunity while learning the sketches that generate internal creativity. The research has to focus through the experiences of children and teachers in artistic activities that bring experiences from visual arts in preschool. The benefactions skills in the visual arts include appreciation factors for preschoolers’ sensitivity to environmental learning and artistic teaching. The understanding of the interaction of the aesthetic components is enclosed in thematic sketch techniques. The aspects of the composition manipulation of preschool children are also involved in questioning the important viewpoint and the extension of visual art teaching advancement. This also illustrates the readiness of the engagement the importance modelling range towards visual arts. The objectives and mechanisms were created to achieve exposure determination understanding of essential styles through visual arts learning. The research methodology is going under a qualitative approach through participatory of preschooler artistic activity procedure. Towards the approach, teachers are obliged to monitor three phases of assignment by sketching such as my dream vehicle, my dream house and my family members. The activity takes 20 minutes to 30 minutes to be complete as a sketch. A document analysis approaches are used to analyze and evaluate sketches that produce by preschool children. The outcomes reach a dimension of learning and play awareness and addressed a stimulus for artistic activity in the teaching pedagogy. The research also praises to the artistic direction and participating stakeholders who engaged in the knowledge.
... To underscore the limited efficacy of conventional professional development methods, such as one-time workshops or guest speaker sessions (Darling-Hammond et al., 2009;Grimshaw, 1989), it is imperative to acknowledge that emerging approaches must be attuned to the dynamic, dialogic, situated, and complex nature of educators' learning, aligning with broader educational principles (Cochran-Smith & Lytle, 2009). A spectrum of tools designed to foster critical reflection is available, ranging from personal tools like journals and portfolios to shared platforms such as school portfolios and collaborative presentations (Selkrig et al., 2015). ...
This paper delves into the concept of collegial conversation within the context of education, emphasizing the need for a transformative dialogue among educators. The importance of meaningful conversations, characterized by substantial content, voluntariness, common ground, and evolutionary aspects over time, is highlighted. The narrative then shifts to a collegial conversation between two graduate studies professionals, Author One and Author Two, focusing on the experiences of racialized educators and students in the Ontario K-12 education system. The dialogue unveils the stark underrepresentation of racialized teachers, particularly in the context of the Peel District School Board (PDSB). The authors explore the impact of whiteness on both racialized students and educators, examining systemic issues within education that perpetuate racial oppression. Author One reflects on his journey as a French teacher, exposing the challenges of conforming to Eurocentric standards, while Author Two underscores the detrimental effects of a curriculum centered around white ideologies. The conversation advocates for a shift in responsibility from blaming families to addressing institutional inequities, ultimately emphasizing the crucial role of collegial conversations in fostering genuine understanding and dismantling systemic racism in education.
... Investing in teacher training and support is critical for enhancing the quality of education in underserved communities. According to Andree et al. (2009), professional development programs that equip teachers with inclusive teaching practices and culturally relevant pedagogies can improve educational outcomes for disadvantaged students. Initiatives like Teach for All focus on recruiting, training, and deploying teachers to underserved schools, thereby improving educational outcomes for marginalized students (Teach for All, 2023). ...
... Thus, we need to understand that educational change is highly complex and it involves various stakeholders. Darling-Hammond's (2009) reported an ongoing professional development for teachers and leaders of teachers that is collaborative and incorporated into teachers' schedules is one factor. Some countries are better than others at integrating the professional development of teachers into their teaching schedule. ...
The study identified spatial, functional, and technological modifications and guidelines to cope with educational change and contemporary challenges. The study adopted survey research design in which (600) secondary school teachers were purposively selected from thirty (30) secondary schools in southwest , Nigeria. The instrument for data collection was a self-developed questionnaire divided into four sections with 28 items based on the research topic. Four research questions were raised and two hypotheses were generated and answered. The study revealed that majority of the respondents agreed that learning spaces influence teaching and learning process in the educational change of twenty-first century. The study also revealed that majority of the respondents agreed that technology modification of twenty-first century influence change and continuity in educational planning, The study further showed that the issues and challenges to effective implementation of educational planning in educational changes of twenty-first century includes, blindness to the existing educational culture and teaching learning conditions, insufficient understanding of what change is like, lack of adequate planning skills, misappropriation of development funds, lack of in-service training on educational manager and failure to involve the key stakeholders among others. The result also indicated that there is strong significant influence of learning spaces on teaching and learning process in the educational change of twenty-first century and there is a significant influence of technology modification of twenty-first century on change and continuity in educational planning. Based on these findings, the following recommendation among others was made: effective and efficient educational planning should be built on sound decision in order to strengthen educational change of twenty-first century.
... Enhanced Cooperation and Professional Development: Repetition may foster an atmosphere of Enhanced Cooperation and Professional Development as educators work together to develop strategies and interventions for repeat students. Additionally, Darling-Hammond et al. (2009) opine that it might motivate instructors to seek out professional development courses that focus on attending to the needs of struggling students. Promotion of Insightful Work: In order to assess the effectiveness of their teaching strategies and modify them to better meet the needs of their students, teachers may engage in reflective practice more frequently when they are handling repetitious assignments (VanSledright et al., 2012). ...
This research explores the educational implications of high repetition rates in Nigerian secondary schools, considering socioeconomic and cultural factors influencing repetition. It examines the causes, effects, and long-term consequences of increased repetition rates, as well as alternative approaches and policy implications. It further delves into the impacts of repetitive rates on student learning outcomes, psychological impacts on students, teacher perspectives and challenges, parental and community involvement, policy Implications and educational reforms, alternative approaches to address repetition and long-term socioeconomic consequences in Nigerian secondary schools. Additionally, the paper addresses the challenges faced by educators in addressing repeated grades. Finally, it proffers strategies for reducing repetition rates in Nigerian secondary schools such as teacher training and professional development, policy recommendations for stakeholders at various levels to address the underlying issues contributing to high repetition rates and improve educational outcomes in Nigerian secondary schools.
... Research suggests that inquiry-based PD can enhance teacher reflection and instructional practice (e.g. Darling-Hammond et al. 2009). ...
Over recent decades, the complexity of higher education in general, and teaching specifically, has increased significantly, resulting in a myriad of challenges for educators. Traditional approaches to teaching often rely on standardized curricula and top-down instructional methods. Therefore, they are critically scrutinized for their lack of adaptability and limitations in addressing the diverse needs of contemporary educators and learners. The purpose of this paper is to introduce the concept of self-directed teaching (SDT) as a response to the contemporary challenges in education and explore its relevance and potential impact on educators and learners. SDT is proposed as a holistic, theory-based, proactive approach that integrates multiple core aspects of the teaching process into a cohesive framework. It aims to empower educators to embrace their autonomy, control their professional development, and adapt their teaching strategies, much like the concept of self-directed learning (SDL) applies to students. SDT has the potential to promote educator autonomy, provide strategies to address burnout, and offer adaptable approaches to meet diverse educational contexts. It encourages educators to tailor their teaching strategies and engage in continuous professional development, positioning them to respond flexibly to changing educational demands. Furthermore, this article outlines the theoretical foundations of SDT, grounded in theories such as self-directed learning, self-determination theory, and constructivist theory. Key components of SDT including autonomy awareness, teaching needs diagnosis, goal setting, resource identification, and continuous evaluation and reflection are discussed including strategies for successful implementation of SDT.
This research paper investigates the transformative potential of instructional leadership in conjunction with item analysis feedback in a rural school located in the Central Province. The study explores how these components influence teaching and learning processes, with a focus on their impact on teacher planning, remedial work, and tailor-made professional development programs. In a dynamic educational landscape, the central question addressed is the extent to which instructional leadership, coupled with item analysis feedback, can catalyze positive change in a rural school setting. The research employs a comprehensive methodology that includes data collection through interviews, surveys, and observations. The findings reveal that item analysis feedback has empowered teachers to: 1. Strategize their teaching methods 2. Deliver tailored remedial work for learners and 3. Actively participate in tailor-made professional development programs. The implications of this study extend beyond the rural school of Cent
The purpose of this paper is to compare two fields of research related to school reform: professional development and educational policy. A content analysis of the literature in both fields revealed two areas where they align (i.e., a focus on teachers’ professional development and the idea that change takes time) as well as two areas where there are differences (i.e., theoretical grounding of each field and planning for teachers’ learning). Considerations for successful school reform are suggested.
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