Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  teachers’ professional development
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Teachers’ Professional Development and Burnout Syndrome

100%
Koczoń-Zurek S.
The New Educational Review
|
2007
|
vol. 11
231-238
EN
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
2
Publication available in full text mode
Content available

Teachers’ Attitudes towards Mandatory and Optional Professional Development Programmes in the Republic of Serbia

100%
Gavranović V., Alčaković S.
The New Educational Review
|
2023
|
vol. 73
201-211
EN
This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.
3
Content available remote

Subjektivně vnímaná zdatnost učitelů v kontextu jejich profesního vzdělávání: zjištění a výzvy z šetření TALIS 2013

88%
Kašparová V., Potužníková E., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2015
|
vol. 25
|
issue 4
528-556
EN
The paper introduces and discusses selected results of the Teaching and Learning International Survey 2013 namely the second cycle, which included the Czech Republic. In firs part, reasons for initiation of the survey are introduced and its development is described. The paper briefly mentions the theoretical background with special focus on self-efficacy and job satisfaction. Selected results concerning self-efficacy are presented and discussed in relation to professional development and working conditions at schools. It appears that Czech teachers perceive their self-efficacy as lower than teachers in other countries. Despite this fact they do not take part in professional development focused on the areas where they feel less secure as much as is the international average. The results concerning job satisfaction were slightly more positive, especially in connection with work environment. Compared to the international average, Czech teachers participate in various forms of collaboration and cooperation at schools. Following the results of the survey, it seems beneficial to make use of the potential of positive school climate to make a closer connection between teachers’ evaluation and professional development, and to focus professional development on activities that could increase teachers’ self-efficacy.
4
Publication available in full text mode
Content available

Research-Based Teacher Education and Professional Development. Achievements and Contributions of EDiTE

75%
Ligus R. M.
Forum Oświatowe
|
2013
|
vol. 25
|
issue 3(50)
137-149
PL
Celem niniejszego artykułu jest przedstawienie wybranych stanowisk reprezentowanych przez pięć europejskich uniwersytetów, które poszukują najlepszych rozwiązań dla powołania studiów doktoranckich dla nauczycieli. Debata nad potrzebą rozwiązań adekwatnych do obecnego stanu wiedzy jak i potrzeba „formowania” specyficznych dla profesji nauczycielskiej umiejętności (kompetencji), które wpisują się w program lifelong learning w świecie dynamicznych zmian społecznych i coraz to nowych osiągnięć w obszarze nauki, zachęca do stawiania pytań o jakość i istotę edukacji nauczycieli. Artykuł nawiązuje również do źródeł powołania międzynarodowego projektu EDiTE (Eureopean Doctorate in Teacher Education), którego celem jest wypracowanie programu studiów doktoranckich dla nauczycieli promującego w znacznej mierze kompetencje badawcze (research-based teacher education). W świetle tych działań wskazane zostaną przykłady realizowane na uniwersytetach europejskich. W ostatniej części tekstu opisane będą wybrane wyniki badań z przeprowadzonego 2013 r. procesu konsultacji na temat potrzeb w kształceniu nauczycieli w Europie. Jednym z ważniejszych celów nie jest wypracowanie standardu nauczyciela uniwersalnego, ale raczej odpowiedź na pytanie, co w świecie dynamicznych zmian czyni nauczyciela Europejczykiem?
EN
This article’s aim is to describe some of the sources of the European debate over the third cycle studies in teacher education in Europe. Then it will introduce the international Project EDiTE as one of the collaborative initiatives concerning the European scientific proposal of the teachers’ lifelong learning development. Next, some good practices of promoting the doctoral research based teacher education on national levels will be presented. Finally, in the article, there will be revealed selected findings of the EDiTE team that are focused on the current needs in teacher education that have been pointed by different stakeholders of five European countries represented by the project consortium, while interviewing them in 2013 y. The main goal of this article is to involve the stakeholders in a thought provoking debate for future roles of teachers in Europe, but not through looking for a ‘standardized teacher model’ or to create a ‘European super teacher’, but to see the dilemmas that should be shared while questioning ‘What makes a teacher European?,’ as Michael Schratz underlines, in a diversity of national identities and in the face of challenges of 21st century.
5

Teaching Staff Advanced Training in Russia, the Republic of Kazakhstan, the USA and Canada

63%
Kovalchuk V.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 4
16-21
EN
In the article the peculiarities in organization of postgraduate teacher training in foreign countries have been highlighted; the basic problems and prospects for advanced training which stipulate for reforming the relevant national systems have been revealed; common and distinctive trends in their development have been justified. In Russia there is a cascade (cyclic) system of teaching staff advanced training, based on the principles of andragogy, namely, continuity, self-control and self-analysis of professional activities by teachers and the use of their own experience during the advanced training. The abovementioned system consists of three phases such as pre-course, course and implementing. Each element of this model is a constituent part of the other, providing cycling and growth. Tasks for teachers are grounded on all the phases of the described system and influence their professional development. In the Republic of Kazakhstan there are three basic systems for teaching staff advanced training, namely, centers of educational excellence at the “Nazarbayev Intellectual Schools”, JSC “National Centre of Teaching Staff Advanced Training” (based on RIPKSO and 16 regional teaching staff advanced training institutes), teaching staff advanced training centres at universities and experimental sections. According to the defined module in the terms of the complex 3-month courses combining face-to-face and online training are provided. In the USA advanced training is provided by multilevel higher educational institutions which offer a wide range of different full-time and distance training programs and some programs are taught directly in educational establishments. The content of advanced training is determined by standards of professional pedagogical education according to the educational program and provides for fundamental, psychological, pedagogical, methodical, IT, practical, social and humanitarian training. Teaching staff advanced training in Canada is provided by various educational establishments, departments of education, school boards, regional centers of education, teachers unions and private providers of professional development services.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.