Renewing teacher professionalism through innovative links

<p>Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.</p>

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 study was done to establish the relationship between teacher professional development and teacher preparedness in government-aided primary schools in Sheema Municipality. The objectives of the study were to establish the levels of teacher professional development in government-aided primary schools in Sheema Municipality, to establish the level of teacher preparedness in government-aided primary schools in Sheema Municipality and to establish the relationship between teacher professional development and teacher preparedness in government-aided primary schools in Sheema Municipality. The researcher used a descriptive survey design. The study population included head teachers, teachers, Senior Education Officer and Municipal Inspector of Schools. The sample size was 228 respondents. The research methods were interviews and observation while the research instruments was interview guide and documentary review. Qualitative data from the field was edited to eliminate errors made by respondents while Quantitative data was analyzed using Spearman's rho correlation coefficient (r) to establish the relationship between variables. The findings revealed teachers' engagement in professional development activities revealed a generally moderate level of participation with a mean of 3.49, across various indicators. The assessment of teacher preparedness based on the reviewed criteria revealed that teachers were generally effective in utilizing instructional materials for their regular use, organization, and accuracy. With a mean score of 3.41 that reflected a moderate level of preparedness. Recommendations were tailored to address the identified gaps in professional development and teacher preparedness. Establish mentorship programs, promote reflective practices among teachers, schools should update pre-service education curricula, offer targeted training, provide incentives for ongoing learning, and foster supportive school environments

This research will discuss how to apply teacher professionalism to learning in the digital era. In the current era of technological development, of course, it will also make it easier for all access to all types of information. Teachers professionalism needs to be improved so that teachers can carry out their implementation in a professional manner. The results of this study are expected to provide a new understanding regarding the relationship between the condition of teacher professionalism and digital learning. This research uses a literature study method with a qualitative approach. The data in this study were collected using the library research method. Data collection techniques in this study used various written sources such as articles, journals, and relevant documents related to research studies. This research focuses on studying teacher professionalism, digital learning, developing teacher professionalism and the urgency between teacher professionalism and digital learning. Then, the data that has been obtained in the literature study will be analyzed to find out how teacher professionalism is applied to digital era learning. The results of the study show that there is a relationship between teacher professionalism and digital era learning.
 Keywords: Teacher professionalism, learning, educator, digitalization

In response to wide ranging social and political conditions a variety of school reform and teacher professional development activities have been implemented across Australia with the view of revitalising teacher professionalism. In this paper I argue that during the late 1980s and early 1990s award restructuring and school reform have provided the political and professional conditions to facilitate the development of a public debate regarding teacher professionalism and its enactment within educational institutions and bureaucracies. Furthermore, these activities provide the opportunity for teachers collectively to be active in reclaiming the agenda of what counts as teacher professionalism. In this paper I use the experience of two national Australian projects The National Schools Network and the Innovative Links Between Schools and Universities project as exemplars of how teachers, both individually and collectively, have been active in the project of reclaiming the agenda for teacher professionalism in Australia.

Teachers are an essential component in improving the quality of education. It can even be said that a teacher is a strategic key for the development of quality education. How vital role of teachers in training, so it is not surprising that the Emperor of Japan, Hirohito after the defeat of Japan from the allies asked how many teachers are still alive. It was on the teacher’s shoulders that Emperor Hirohito put his trust in rebuilding Japan through education and succeeding. The method used in this paper is library research (library research). The study finds that one of the progress of knowledge in various countries such as Japan, China, Korea, India, which later became the instrument to solve the nation’s problems is through the improvement and development of professional teachers. In Indonesia, the effort to improve the professionalism of teachers is made through training called Teacher Professional Training (PLPG) and Teacher Professional Education (PPG). By building professional teachers the reinforcement of developer-based and discovery-based philosophical aspects make a significant contribution to improving the quality of education in Indonesia.

The study sought investigate the influence of trade unions strategy on teachers’ professional development and its influence on teachers’ welfare in public secondary schools in Nairobi city county, Kenya The study was based on the following objective; To establish the extent to which trade unions involvement in teacher professional development influence teachers’ welfare in public secondary schools in Nairobi City County, Kenya; To examine the level of influence of teachers’ professional development on teachers’ career progression; To assess the level of satisfaction by trade union involvement in sensitizing teacher professional development programs. The study employed a descriptive survey design. The target teacher population was 2236 teachers in 87 public secondary schools, 11 KNUT and 7 KUPPET officials. Thirty percent target sample consisted of size of 671 in 26 secondary schools. Teachers and schools were stratified per Sub-County and selected by simple random sampling method. Both KUPPET and KNUT officials were purposively sampled for they possessed special information relevant to the study. A total of three KNUT officials and two KUPPET official were purposively sampled. Data was collected by interview guide for the union officials. The data was descriptively analyzed and presented in frequency tables, bar graphs and pie charts. For interviews, audio recorded responses were listened to, transcribed into texts, compared with field notes and presented as direct quotations, verbatim and discussions. Content validity of the research instruments was ascertained by a team of experts in the field of Educational administration and through piloting of questionnaires. Reliability of the instruments was ascertained by a test-re test technique and a coefficient of stability for teachers’ questionnaire found to be 0.785. Permission to collect data in Nairobi County was granted by the National Council of Science and Technology. The study established that a majority of teachers (M=3.27, SD=1.22) agreed that trade unions are involved in teacher professional development. The study established that professional development on teachers’ career progression was influential representing 41.3 percent. 40.4 percent of teachers were not satisfied on unions involvement in sensitizing teachers on professional development programs. Trade unions also offer performance certificates to teachers representing 65.8 percent. There was a positive correlation (r=0.815**, p=0.003<0.05) between unions’ strategy on teachers’ professional development and teachers’ welfare. The study established that trade unions strategies of teachers’ professional development, influenced the welfare of teachers in public secondary schools in Nairobi County, Kenya. Keywords: Teachers trade unions, teachers’ professional development, public secondary schools DOI: 10.7176/JEP/13-27-04 Publication date: September 30 th 2022

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.

This study discusses the importance of developing professional and quality teachers in realising the aspirations of the national education system. Teachers are the main pillars responsible for shaping knowledgeable, virtuous and competitive human capital in line with the aims of the National Education Philosophy (Falsafah Pendidikan Kebangsaan). This paper focuses on five key policies related to the development of teacher professionalism, namely the National Education Philosophy (Falsafah Pendidikan Kebangsaan), the Teacher Education Philosophy (Falsafah Pendidikan Guru), the Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia, PPPM 2013–2025), the Malaysian Teacher Standard (Standard Guru Malaysia), and the Master Plan for Teacher Professionalism Development (Pelan Induk Pembangunan Profesionalisme Keguruan). Each policy is formulated to ensure that teachers possess professional competence, pedagogical skills, ethical values, and the ability to adapt to the changing landscape of 21st-century education. The discussion also highlights the roles of in-service training, teaching and learning supervision, and the practice of Professional Learning Communities in strengthening teacher quality. A mini-study conducted found a significant relationship between the implementation of in-service training and the enhancement of teacher professionalism. Planning, content, and course delivery were identified as the main factors contributing to the improvement of teachers’ knowledge, skills, and classroom efficiency. In conclusion, teacher professionalism development must be implemented continuously and systematically to produce innovative, ethical, reflective, and lifelong learning educators. Quality teachers not only contribute to student excellence but also serve as catalysts for the development of a prosperous society and nation.

Professional development is a continuous process of learning to empower professional competency and enable teachers to be strong and competent in their professional career. The study critically explores the struggles and professional activities of basic level English teachers in professional development. Critical narrative inquiry has been used in relation to long lived experiences of a participant with a semi – structured telephonic interview. The participant narrates three distinct phases of experiences in teaching profession. The result revealed that participant was innately interested in teaching profession before involvement. But the situated school system discouraged his ideology of teaching profession even he determined to continue his profession involving in different seminars, workshop and study. However, the study further suggests that there is lack of innovating teaching profession from critical perspectives focusing the interactive and transformative environment in classroom. Therefore, the basic level teachers need to re- examine and re – construct the professional activities to address the need, interest and level of learners. Similarly, the study contributes to apply language teaching activities in terms of transformative mood rather than structured model of teaching empowering teachers as an agency.

This chapter examines the role of teacher and principal professional development introduced as one of the five central elements of the 2012 Reforma Educativa (RE), a large-scale education reform that sought to profoundly alter the Mexican educational system. Chief amongst the reform’s objectives was regaining governmental control of the education sector from the powerful teacher unions; this was meant to inject accountability into all facets of the system and reprofessionalize a weak teaching force through higher barriers of entry, in-service teaching assessment, and widely available and effective professional development activities. The theory of change underpinning these actions was that these measures would improve student learning outcomes and better prepare young people for success in the twenty-first century. Political considerations hindered the RE’s ability to achieve these ambitious goals. A lack of engagement with key stakeholders, especially unionized educators, before the RE was signed into law resulted in an illogical implementation sequence in which revamped teacher and principal professional development was preceded by educator evaluation. This initial focus on evaluation allowed opponents of the RE to cast it as punitive toward teachers and not in the best interest of educators. Spaces that allowed teachers to exchange best practices, develop pedagogical techniques, and more actively participate in governance and planning of school communities were welcome innovations in efforts to improve teacher professional development. However, bureaucratic obstacles, political pushback from unions, weakness in the supervisory component, and inconsistent implementation among local authorities ultimately prevented these initiatives from achieving their intended effects.

<p>Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.</p>

This paper investigates the implementation of constructivist learning, as it was practiced by five EFL teachers at a vocational high school in Indonesia. We offer a ‘mentoring program’ for teachers to support each other and provide resources that are bottom-up, free, and relevant, conducted in a collegial atmosphere. We adopted a qualitative approach as it enabled us to understand and cultivate deeper the learning process that occurred in the classroom. Data were qualitatively collected and analyzed in two ways. First, it focused on the participants’ interview, observation, self-reflection and discussion on the variables in the mentoring program covering the need and expectation of EFL teachers in the formal pedagogical setting, sources of teachers’ resistance to participate in Teacher Professional Development (TPD) program, the impact of TPD program on the teacher pedagogical competence, and conditions contributing to sustainable development as a result in the TPD program. Second, it was to disclose the researchers’ viewpoints and reflections under variables, as stated in the earlier analysis. Our research findings suggested that constructivist-learning practices were proven to be successful in helping the teachers experienced promising mentoring progress of TPD. Teachers and students underwent a significant change as the learning activities became more engaging and fun. Teachers confessed to have their pedagogical knowledge and practice expanded while having their attitude and mindset shifted after going through a series of activities inside the mentoring program. The program was central in nurturing teachers’ self-identity and helping them overcome their internal blocks. In the longer-term, this program contributes to developing teacher professionalism as they started to see the potentials and positives impacts of TPD programs.

Professional Development is an integral part of a teacher's professional career and it is a topic most discussed in the teaching profession since the last decade. Lastly, it was called in-service training but now it is known as "Professional Development". The main aim of the present study was to analyze the impact of teachers' professional development on the students' achievement in Elementary teachers' training institutes of Punjab, Pakistan. Government Colleges for Elementary Teachers (GCET) of Punjab was the target population. From 30 colleges of Punjab, data was collected using a self-developed tool from the sample of 70 teachers, and 100 students of the same colleges were used in the study. This study was cross-sectional. The data regarding the professional development of teachers was primary data collected from both teachers and students. The data about achievement scores of students was secondary. The statistical methodology correlation and regression analysis were used to analyze the impact. Further to test the significance of correlation and regression results the t-test and ANOVA were applied respectively. Data were analyzed with the help of Statistical software SPSS. Study findings showed that the correlation between 'Professional Development' and 'Students achievement' is high i.e. 0.314 for students and 0.343 for teachers along with significance values 0.004 and 0.001 respectively. The regression results are also significant having an F-statistic of 10.699 for students and 9.070 for teachers along with significant values 0.001 and 0.004 respectively. Analysis of the results showed that 'Professional Development of teachers have a great positive impact on 'Students achievement'.

This study is to describe the principalof the leadership, teacher professionalism, and the principal's efforts in improving student learning outcomes at Islamic Junior High School Minhajul Ulum Pujut District Central Lombok Regency. The research method uses descriptive qualitative. The research subjects were principals, teachers and students of eight grade at Islamic Junior High School Minhajul Ulum Pujut District. Interview, observation, and documentation methods were used as data collection techniques. Data analysis techniques include data reduction, data presentation and drawing conclusions. The results showed that (1) the leadership quality of the principal in improving teacher performance was in accordance with the research indicators, namely the principal as an innovator, supervisor, and motivator. (2) Teacher professionalism during learning is not in accordance with research indicators, namely the ability to plan, carry out learning activities, and conduct evaluations, there are still teachers who cannot control the class during learning(3) School principals' efforts to improve teacher performance by: (a) ensuring learning plans, (b) evaluation with direct monitoring, (c) developing teacher professionalism (d) quality improvement and (e) provision of wifi/internet facilities in schools. (4)The impact of the quality of the principal's leadership and teacher professionalism has a positive effect on improving the Civics learning performance of eight grade at Islamic Junior High School Minhajul Ulum Pujut District Central Lombok Regency.