Teacher Professional Development and Self-Efficacy Beliefs

The professional development of university teachers is an important part of the ongoing reform of higher education and the only way to increase the basic competitiveness of universities. Clarifying the direction of professional development of teachers is the key to realizing the professional development of university teachers. The professional development of teachers should follow a path defined by the four main functions of modern universities: talent development, science development, service to society and continued innovation. The cultivation of talents is the initial goal of the professional development of university teachers, the development of science is a unique attribute of the development of university teachers, service to society is a continuation of the goal of the professional development of university teachers, and innovative development is the eternal aspiration of the university. professional development of teachers.

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.

This article focuses on the issue of psychological and pedagogical support of teachers’ professional development and activity in the conditions of armed conflict. The introduction mechanism of specified support is described which includes the narrowly specialized assistance and support of a teacher for his mental health, the prevention of the emotional burnout and the motivation to the further professional development during the process of the educational reform «New Ukrainian School». Teacher's personal and professional development support peculiarities in the armed conflict conditions have been considered in the article, as well as the training results of the educational process in innovative technologies on the basis of the competence approach (life skills development) through educational projects introduction and piloting. The structure and algorithm of psychological and pedagogical support for teachers’ personal and professional development in armed conflict conditions have been developed.

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.

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.

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.

The main idea behind the Concept of Contemporary Ukrainian Education is to ensure its quality in accordance with the demands of consumers of educational services, the requirements of the state, international standards and society. One of the leading tendencies in the development of today's professional education is to increase the attention to the issues of training of a qualitatively new level, which are capable of professional self-realization, self-development, creative search, and ability to use new pedagogical technologies in future activity. The starting point in the proper preparation of the future teacher is to ensure their own readiness for the didactically conditioned and pedagogically effective use of information and communication technologies in professional pedagogical activity. Today, the leading educational trend is to integrate visualization technologies into educational practice. Accordingly, the purpose of the article is to analyze the state of preparation of future teachers of the disciplines of the natural and mathematical cycle for the introduction of imaging technologies in their own professional activity. According to the purpose, the tasks, which consist in the analysis of curricula, other providing and corresponding documentation on the outlined direction of preparation for preparation of future teachers of natural and mathematical direction in higher pedagogical educational establishments in the course of preparation of the course, are being singled out. , as well as an analysis of the syllabuses of the disciplines that exist in this area, to ensure that students are prepared to create copyright and adaptations of existing digital visual didactic tools. The article used general scientific methods of research, such as, analysis of scientific, pedagogical and psychological works, information sources on the problem of research, systematization of the views and achievements of scientists, synthesis and generalization of theoretical positions. Higher education institutions have been reviewed for such training for future educators. The research conducted by the authors gave grounds to consider it necessary to make certain changes to the process of preparing future teachers of natural and mathematical disciplines for the use of visualization technologies in their professional activity.

Nowadays, the development of the digital environment and the global network covers almost all spheres of life. That is why special attention is focused on the provision of the educational process with appropriate teaching aids and curricula, so that schools, universities, educators, and professional development of educators meet modern national and global challenges and provide support in the field of digital technologies, developing and shaping modern digital competencies. The article presents an analysis of digitalization in higher education and the necessity to improve the professional development of higher school educators and professional development technologies related to this process. Based on an expert survey, educational trends in the era of educational digitalization, innovative pedagogical technologies, and teaching methods are determined. The results of the survey, related to the introduction of new pedagogical and digital technologies in the educational process, allow the authors to design a model for the professional development of educators in the direction of the digital transformation of the educational process.

To guarantee high-quality instruction and enhance student learning outcomes, teachers' professional development is crucial. The objective of this study was to assess how well in-service teacher training programs contributed to the professional development of primary school teachers in Pakistan's Kohat district. A sample of 300 teachers chosen by stratified random sampling was used in a quantitative study design using a survey method. A structured questionnaire consisting of 15 Likert scale items was used to gather data on topics like teacher confidence, leadership abilities, dedication to lifelong learning, teamwork, and training relevance to classroom requirements. According to the results, in-service training programs greatly raised teachers' motivation for ongoing professional development, strengthened their leadership roles, and increased their professional competencies and confidence in teaching difficult concepts. Training programs' statistically significant effects on overall teacher professional development were confirmed by inferential analysis (p < 0.001). The study comes to the conclusion that effective in-service training programs that are tailored to the particular context are essential for empowering educators, encouraging teamwork, and raising the standard of instruction in elementary schools. To maintain the benefits of training, it suggests ongoing assistance, hands-on learning opportunities, and follow-up mentoring. Policymakers, school administrators, and educational planners looking to create more effective teacher development programs can learn a lot from these findings.

PurposeA significant research base has increasingly shown that one of the most important factors affecting student achievement in second language classrooms is the teacher. Consequently, over the recent decades, much attention has been paid to teacher-related variables in research. Nevertheless, few studies have dealt with the relationship between teachers' self-efficacy, metacognitive awareness and their professional development in the context of English as a foreign language (EFL). As such, the objective of this study is to test a path analysis model of the variables and specifically to examine the hypothesis that metacognitive awareness mediates the relationship between self-efficacy and professional development.Design/methodology/approachA quantitative correlational design was utilized to validate the research hypothesis. Then, data from 200 EFL teachers who were selected through available sampling was obtained using three questionnaires, namely metacognitive inventory by Cem Balcikanli, self-efficacy scale by Tschannen-Moran and Hoy and teachers' professional development inventory by Soodmand Afshar et al. The Pearson correlation coefficient of self-efficacy (r = 757, p < 0.000) revealed a significant positive relationship with metacognitive awareness, and the Pearson correlation coefficient of metacognitive awareness (r = 0.848, p < 0.000) showed a significant positive relationship with professional development.FindingsThe results showed the hypothetical model of the relationship among the research variables as well as verifying the mediator role of metacognitive awareness by multiple regression and path analysis. Then, the implications of metacognitive awareness, self-efficacy and professional development were put forward.Originality/valueThe majority of research on teacher professional development has focused appropriately on its relationship with components such as management training, teacher practice, reflective practice and academic achievement. In this line of research, the investigation of the potential links among self-efficacy, professional development and metacognitive awareness as interacting variables is scarce. More substantially, no prior exploration has been conducted concerning the mediating effect of metacognitive awareness in association with English teachers' self-efficacy and professional development.

The Training Programme for Teachers’ Professional Development on Problem Solving is an interdisciplinary endeavour settled in a cross segment of three disciplines: educational science, psychology, and management science. Scientific inquiry on educational science provides the suitable theoretical background for teaching and teachers’ competencies; teachers’ thinking; teacher education and professional development.

Kristin School is an independent co-educational, international baccalaureate school from early learning to Year 13, in Albany on Auckland's North Shore. Kristin School has an impeccable reputation for academic excellence and ensuring that its students are ‘Future Ready’. In 2016, after a robust school improvement inquiry, the school made the commitment to update its Learning Management System to one that was more dynamic and in line with the school’s beliefs on learning and teaching. After a robust review of systems, Kristin selected Canvas as it will allow us to grow and adapt to an ever-changing K-13 landscape.&#x0D; &#x0D; As George Couros writes in his book, The Innovator’s Mindset (2015), with any new technological improvement or innovation that schools invest in, one of the first questions to be asked is “What is best for this learner?” (p. 21) and rightly so. In asking this question, we are inherently recognizing that in order to achieve enhanced student learning, we must first invest in teacher learning. While there is a plethora of research on teacher learning or teacher professional development, current literature points to the intersection of teacher learning and inquiry (Timperley, Wilson, Barrar &amp; Fung, 2007, Couros, 2015). Recognizing this research and understanding that strong pedagogical practice must be at the forefront, Kristin invested in a robust, staged rollout.&#x0D; &#x0D; Inspired by Timperley et al.’s, Ten Key Principles for Teacher Professional Learning and Development (2007), Kristin senior leadership allocated dedicated time for faculty learning with Canvas. Each faculty had a dedicated ‘Canvas Leader’ who had more in-depth training and were able to mentor their teaching colleagues. There were also different opportunities and modalities for teachers to learn from, including a course in Canvas about using Canvas, a YouTube Channel, faculty specific and general workshops, an active Twitter presence and the far-reaching Canvas Community.&#x0D; &#x0D; Kristin has rolled Canvas out schoolwide, from Year 1 – 13 and is fortunate to have strong teacher leaders that have embraced Canvas and have challenged themselves to not just ‘learn Canvas’, but to approach it as a core learning tool. In the Junior School, one team of teachers use Canvas as a way to differentiate the learning of students in specialist classes through the use of short videos. While in the Middle School, one of our Languages teachers uses Canvas as an integral, interactive classroom resource, where students are introduced to new concepts, are given collaborative tasks, and are linked to additional resources.&#x0D; &#x0D; In the coming year, Kristin will continue to lean on the work of Timperley et al., with the aim of strengthening the ties between Canvas and pedagogy and initiating inquiry groups around the use of technology in teaching and learning at Kristin. Recognizing an important part of teacher learning happens when we listen to the student voice (Timperley, Kaser &amp; Halbert, 2014), an inquiry looking into the needs of our students will help to identify further next steps. At Kristin, we believe that when teachers are empowered to trial new methodologies and embed these successfully into their everyday practice, transformational changes will occur, in not just the learning of the teacher, but the learning experiences for the student as well.&#x0D; References&#x0D; &#x0D; Couros, G. (2015). The innovator's mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting.&#x0D; Timperley, H., Kaser, L. &amp; Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234 https://teachingcouncil.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf&#x0D; Timperley, H., Wilson, A., Barrar, H., &amp; Fung, I. (2007). Teacher professional learning and development. Best Evidence Synthesis Iteration (BES) Report. Wellington, NZ: Ministry of Education. http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf