ПРОБЛЕМЫ РАЗВИТИЯ ПРЕПОДАВАТЕЛЕЙ ВУЗА С ТОЧКИ ЗРЕНИЯ ФУНКЦИЙ СОВРЕМЕННОГО УНИВЕРСИТЕТА И ПУТИ ИХ РЕШЕНИЯ

ObjectiveThe purpose of this study is to investigate the effects of perceived organizational fairness, organizational identity, and trust on the intrinsic motivation for the professional development of university teachers. In addition, this study aims to verify the mediating role of organizational identity and trust.MethodThis study adopts a quantitative research methodology to investigate the relationship between perceived organizational fairness, organizational identity, trust, and intrinsic motivation in the professional development of university teachers by constructing and validating a structural equation model.ResultThe study shows that perceived organizational fairness has a significant positive effect on the intrinsic motivation for the professional development of university teachers. Moreover, it validates the mediating effects of organizational identity and trust in the relationship between perceived organizational fairness and intrinsic motivation for teachers’ professional development, shedding light on the psychological mechanisms underlying teachers’ professional development motivation.ConclusionOrganizational identity and trust not only directly influence teachers’ intrinsic motivation for professional development but also serve as mediators in the relationship between perceived organizational fairness and intrinsic motivation. These findings have important implications for university management in promoting teachers’ professional development and enhancing educational quality.

The professional quality and ability of teachers determines the success or failure of education. It is also a vital mechanism for enhancing the professionalism and lifelong learning of teachers. The key to professional development of teachers is how to improve their professional quality and ability. The professional development of college English teachers is facing new opportunities and challenges with the deepening reform of higher education in China. It is necessary to carry on teaching reflection, expand their visions of teaching field, extend the teaching scope, and improve their professional abilities. Teaching reflection has been looked on as an effective way to improve the teaching quality and to promote the professional development of teachers. Based on the teaching reflection theory, this paper firstly discusses the definition of professional development of college English teachers, and then analyzes the main influence factors on the professional development of college English teachers from the perspective of teaching reflection, such as teaching ideas, teaching modes, teaching methods and teaching environments. Finally, enlightenment of teaching reflection on the professional development of the college English teachers is expounded from five aspects. In order to adapt to the situation of curriculum reform, only by constantly reflecting, and constantly improve their ability of innovation, the levels of professional development of college English teachers could be improved through teaching reflection and English ability of students could be also enhanced.

The professional development of teachers in universities and colleges is the important content in teaching staff construction. This paper expounds the connotation of the professional development of the engineering and water conservancy class teachers and analyzes the characteristics of the professional development of the water conservancy class teachers, including five aspects. The paper has a certain reference value for strengthening teaching staff construction in colleges and universities.

University education as an important cradle of talent cultivation in Chinese society, the professional ability and level of teachers also play an important role in the social supply of talent, in order to further enhance the effect and quality of talent cultivation in colleges and universities, it is necessary to vigorously promote the professional development of teachers, so as to create a high-quality teaching staff, to meet the social development of the demand for excellent talents. Interdisciplinary integration is an important path to promote teachers' professional development, which not only enables teachers to carry out educational teaching from an interdisciplinary perspective, but also enables teachers to refine their professional ability and strengthen their teaching level, so as to accomplish the task of training talents in colleges and universities in a higher quality. Therefore, in the paper, the concept and characteristics of interdisciplinary integration are analyzed in depth, its specific impact on teachers' professional competence and professional identity is analyzed, and finally an innovative path to promote the professional development of university teachers is proposed, which is used to help colleges and universities to create a high-quality professional teacher team.

In recent years, under the auspices of technological development, artificial intelligence technology has penetrated into various industries, such as healthcare, industry, energy and even education. For the penetration of the education field, artificial intelligence has changed the teaching mode, teaching management, and brought unprecedented opportunities for the professional development of teachers. This paper explores the role positioning and function play of AI in the professional development of university teachers, with the goal of promoting the modernized university teacher team, after analyzing the role positioning of AI technology in the professional development of university teachers, researching the function play strategy of AI technology in the professional development of university teachers, and mentioning the limitations and challenges of AI in the professional development of teachers, teachers' role changes and It also mentions the limitations and challenges of AI in teachers' professional development, teachers' role transformation and competence requirements, so as to further improve the framework of AI's promotion of teachers' professional development in universitys and universities, and to strengthen the foundation of teachers' development in universitys and universities in China with the help of AI technology, so as to provide a "big country's good teacher" for high-quality higher education and promote the modernization and high-quality transformation of higher education in China.

The study aimed to identify the role of the educational supervisor and the Subjects committees in the professional development of secondary teachers in the southern governorates, and to reveal that there are differences between the averages of the estimates of the sample members for this role, and to achieve this, the descriptive analytical approach was used, and it designed a questionnaire of (23) items Distributed over three areas, where it was applied to a random sample of (94) secondary teachers in public schools in the Gaza Strip. One of the most important findings of the study was: that the study sample estimated the degree of practice of the educational supervisor and the detective committees for their role in the professional development of teachers; he got a relative weight (66.84), i.e. an average degree, and the fields of study got an average degree ranging between (68.58% - 65.50%).arranged in descending order as follows: (the skill of implementation of lessons - planning skill - evaluation skill), and it also showed that there were no statistically significant differences between the averages of the estimates of the study sample members of the role of the educational supervisor and the detective committees in Professional Development of Secondary teachers in the southern governorates of Palestine attributed to the variable of gender, years of service and specialization, the study reached a set of ways to develop the role of the educational supervisor and detective committees in the professional development of teachers.
 
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The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

The article analyses the main pedagogical and educational technologies. The purpose of the article is a comprehensive analysis of the features of storytelling technology, as one of the leading pedagogical technologies that contributes to the professional development of biology teachers. According to the goal, the following task was set: to determine the expediency and ways of using storytelling technology in the professional development of biology teachers. It is noted that in the modern conditions of the development of society, the change of the educational course to a human-centred personal direction in education, the transition to competency-based training, active, interactive and innovative educational technologies in the learning process are becoming more and more relevant. The levels of functioning of educational technologies are determined as follows: general pedagogical, subject-methodical and local (modular) levels of functioning of pedagogical technology. The importance of understanding the differences between such concepts as “educational technology”, “pedagogical technology”, “learning technology (education, management)” is emphasized. The basic pedagogical technologies, their general characteristics, purpose and functions in the educational process are indicated. In the article, considerable attention is paid to the technology of storytelling, its content and essence are determined, both for the general range of subjects and for biology in particular. Attention is also drawn to the peculiarities, types, forms and other methodical characteristics of storytelling. The key role of storytelling technology as an effective method of presenting information in biology lessons is emphasized. Storytelling has significant practical advantages: it is easily perceived by students, develops creative imagination, overcomes the fear of public speaking and establishes relationships between students. It can be said that the proposed methods of using storytelling in lessons make it possible to implement the educational process in institutions of general secondary education based on a fundamentally different methodological approach, accordingly, the widespread use of multimedia formats for presenting educational materials is gaining momentum; ICT, the use of Internet resources in combination with storytelling remain relevant. The publication highlights the main, in our opinion, recommendations for the effective use of the mentioned technology, outlines the forms of its application in biology lessons. Examples of the use of storytelling technology during the study of a certain topic from a school biology course were given. The recommendations presented in the article are based on theoretical analysis, synthesis of scientific views and personal pedagogical experience. The basic aspects of the use of storytelling technology in the professional development of teachers are indicated. It is emphasized that the technology of storytelling is an effective tool in the professional development of teachers, as it contributes to the enrichment of pedagogical experience, stimulates creativity and contributes to the effective transfer of knowledge and values.

Professional development of teachers is essential for successful education in every country due to the technological developments and changes in social and economic textures of the societies. Science achievement of the students may relate to the professional development of the teachers. Due to that fact science teachers need to improve themselves throughout their careers to update their knowledge, skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new conditions and educational research. Trends in International Mathematics and Science Study 2015 (TIMSS) provided valuable data about professional development of science teachers. Therefore, the purpose of this research is to determine and compare the science teachers’ professional development affecting the 8th grade students’ science achievement in Singapore, Korea and Turkey by using the data from TIMSS 2015. The countries in this study have different teacher training and professional development approaches so the examining and comparing practices related to professional development of different countries may give a detailed picture of how beneficial their policies are. In this quantitative research the sample consisted of 5309 Korean, 4257 Singaporean, and 6079 Turkish students and 220 teachers from Korea and Turkey each and 334 from Singapore. It is aimed to find out the relationship between the participation of professional development of teachers and science achievement of the students. In addition to that, the determinants regard to science teachers' professional development affecting the science achievement of the students is determined and compared by using regression analysis. As a result of the study, relationship and the most significant determinant between science achievement and science teachers’ professional development in three countries can be determined.

This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

The professional development of individuals within organizations is a crucial component in shaping organizational competitive advantage. Although existing research indicates that leadership styles can significantly influence individual professional development, there is limited understanding of the mechanisms and boundary conditions governing the relationship between perceived team leadership and individual professional development. Based on valid survey questionnaires from 655 university teachers in Hebei Province, China, this article constructs and tests a moderated mediation model. Empirical results demonstrate that: perceived team leadership has a significant positive impact on university teachers' professional development; innovative self-efficacy plays a partial mediating role in the relationship between perceived team leadership and university teachers' professional development; organizational innovation climate positively moderates all paths within the mediation framework. This finding reveals the interactive effects of "context-individual-behavior," extends the application boundaries of Social Exchange Theory in educational organizations, and demonstrates that leadership effectiveness also depends on organizational climate support. This article elucidates the mechanism by which perceived team leadership influences the professional development of university teachers, providing practical insights for university administrators, such as enhancing team leadership, fostering organizational innovation climate, and activating teachers' intrinsic motivation for development.

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice for pre-service teachers. The nexus between theory and practice is the focus of the model which hopes to inform both teacher education and professional development for science teachers in the primary sector.

Teachers’ professional learning on social media has received growing attention recently, but research into teachers’ academic engagement on social media remains limited. This study aimed to examine what factors motivated university English teachers to engage with academic reading on social media. The determinants of academic reading on social media were identified by semi-structured interviews, which were further validated by quantitative investigation. The results showed that participants’ perception of values of content knowledge, pedagogical content knowledge, and students’ participation in the classroom affected their intentions toward commitment to academic reading on social media. Additionally, the results revealed that perceived value of pedagogical content knowledge mediated the relationship between perceived value of content knowledge and participants’ intentions toward academic reading on social media while also mediating the relationship between perceived value of students’ participation in the classroom and the participants’ intentions toward academic reading on social media. These findings yield implications for the professional development of university teachers and the development of pedagogical content knowledge.

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students’ work. It concludes by considering implications for the professional development of university teachers in the area of feedback.