What are some examples of the professional development of teachers?
High-quality student education and integrated learning. It connects the two sides of the joint. The third dimension is often overlooked, but it is also important for the quality of teaching and learning of students: quality education and teacher training.
Unfortunately, children who benefit most from quality education, who come from poor backgrounds, who are immersed in difficult situations or situations of conflict, or who live in remote or inaccessible areas, are less exposed to this type of education.
And sadly, often in the same situation, teachers who are the main beneficiaries of well-being health professionals (PD), equip themselves with skills that will benefit many children, they do not. What is most needed: The quality of improving the skills of all teachers, published by the Inter-Agency Network for Education in Emergency (INEE) in 2015, draws attention to research into effective professional development in fragile environments.
The handbook and its new summary describe some of the key tips taken from the research and best practices obtained from the experience of improving PD educators in a safe environment. This blog post is a reflection of the recommendations.
1: Look at educators as professionals, students, and individuals in low-cost and crisis situations
As with any National Education Conferences profession, a teacher needs to develop a strong personality as a professional. The skills of teachers are affected not only by explicit issues such as hiring, salaries, and job opportunities, but also by achieving job success. It is difficult to feel like an expert when you feel inadequate, untrained or unsupportive, teaching children with a wide range of gaps and emotional needs, and realize that you are doing nothing to satisfy those needs.
A doctorate, whatever it may be, is not enough. As mentioned in the handbook, the development of teacher skills should be aimed at helping teachers apply advanced teaching methods (design analysis, feedback, understanding of interpretation).
2: Develop, implement, measure, and implement teacher development programs
We know from experience what works for professional development. Despite this knowledge, there is no limit to the number of projects funded by sponsors and promoters that define PD, and donors are limited.
Without a shared and systematic understanding of what constitutes a “type” of skill development, educators often experience a lack of professional development skills, even in some harmful gases, which do not help them and waste the time and money of providers.
3: Create career promotion opportunities that promote teacher cohesion
The search for co-operation among teachers is unstoppable. Peer-to-peer peer pressure – and the culture of trust and information sharing created by collaboration – is linked to teacher success, better student exam scores (Kraft & Papay, 2014), and teacher success in taking a new approach (Granovetter & Sjong, 1983).
However, there is no co-operation in poisoning: there must be a reason to work together, a direction to form a productive group, and collaborative groups must, at least in the first place, be facilitated by a “more knowledgeable” third party.
4: Provide ongoing support to teachers
Teacher support is not monolithic, but it is a unique support for assisting teachers in their transition from professional development to classroom practice. These may include administrative support, resource support, support, management support, or teaching support from an experienced “trio”.
Ongoing teacher support research has found that educators receive on-the-job support, guidance, and feedback from seniors and support staff who apply new skills and advice frequently and effectively. accept. as support.
5: Invest in quality teachers
In the context of initial or in-service training, teachers tend to be a weak link in teacher training. Higher education agencies are happy to report cases of wrongdoing on the part of schools of higher learning and higher education institutions.
Thus, managers qualify for their share of responsibility in terms of unqualified coaches. As reported in some reports, most law enforcement agencies rely on professional development in key areas, such as reading, writing, or mathematics, for people who are not yet educated – or who have only academic experience. Education comes in a year in peacekeeping forces.
Teachers’ education should have the same skills as teachers: in-depth course knowledge; access to a variety of study strategies and assessment methods; knowledge of learning and development of children and adults; clinical and managerial skills; the ability to model effective learning and assessment methods; ability and willingness to teach and support teachers and to organize formal and informal teacher meetings; and the ability to support educators through observation, feedback, modes, workshops, teaching, and/or scheduled or informal meetings.
Strengthen doctrinal leadership at all stages of the curriculum
The main character follows the teacher as the most important student achievement at the school level. He is responsible for the kind of teaching and learning in his school. However, we often see poor leadership at the school level that impedes teaching and learning.
In disadvantaged areas, schools can benefit greatly if principals, teachers, and principals find that the teachers are in their classrooms on a daily basis, in order to keep pace with the lessons, educate students according to their age, and arouse their interest and efforts. knowledge and skills acquired during professional development activities in their classroom.
