Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

Open access

Abstract

Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • 1. Волкова О. А. (2002). Основы профессиональной ориентации молодежи: Учебно-методическое пособие [Basics of professional orientation of the youth]. Балашов: Изд-во «Николаев» (in Russian).

  • 2. Гончаренко С.У. (1997). Український педагогічний словник [Ukrainian pedagogical dictionary]. К.: Либідь (in Ukrainian).

  • 3. Дьяченко М. И. Кандыбович Л. А. (2004). Психологический словарь-справочник [Dictionary of psychologic terms]. Минск: Харвест (in Russian).

  • 4. Митина Л. М. (2004). Психология труда и профессионального развития учителя:Учеб. пособие для студ. высш. пед. учеб. заведений [Labour psychology and teacher professional development]. М.: Издательский центр «Академия» (in Russian).

  • 5. Мукан Н. В. (2011). Професійний розвиток учителів загальноосвітніх шкіл ВеликоїБританії Канади США [Teacher professional development in Great Britain Canada the USA]. Doctoral thesis. Львів: Видавництво Львівської політехніки (in Ukrainian).

  • 6. Немов Р.С. (2003). Психология: словарь-справ.: в 2 ч. [Psychology: dictionary in 2 parts]. М.: Владос-Пресс (in Russian).

  • 7. Розвиток особистості. (2008). In: Енциклопедія освіти [Encyclopedia of education].К.: Юрінком Інтер. p. 787-788 (in Ukrainian).

  • 8. Янушевский В. Н. (2009). Моделирование профессионального развития будущих преподавателей филологических дисциплин [Modeling future teachers of philological disciplines’ professional development]. Педагогическая наука: история теория практикатенденции развития [Pedagogical science: history theory practice tendencies of development] Volume 4. Retrieved 07.01.2014 from: http://intellect-invest.org.ua/rus/pedagog_editions_e-magazine_pedagogical_science_arhiv_pn_n4_2009_st_17 (in Russian).

  • 9. Biesanz J. C. (2003). Personality over time: Methodological approaches to the study of short-term and long-term development and change. Journal of Personality Volume 71 Number 6 p. 905-942. Retrieved 8.12.2013 from: onlinelibrary.wiley.com DOI: 10.1111/1467-6494.7106002

  • 10. European Commission. (2010). Teachers’ Professional Development - Europe ininternational comparison - An analysis of teachers’ professional development based on theOECD’s Teaching and Learning International Survey (TALIS). Luxembourg: Office for Official Publications of the European Union 200 pp. Retrieved 10.12.2013 from: http://ec.europa.eu/education/school-education/doc/talis/report_en.pdf

  • 11. Eurydice. (2008). Levels of Autonomy and Responsibilities of Teachers in Europe. Brussels: Eurydice 88 p. Retrieved 10.12.2013 from: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/094EN.pdf

  • 12. Kedzior M. Fifield S. (2004). Education Policy Brief. Teacher ProfessionalDevelopment. Retrieved 09.12.2013 from: http://www.losmedanos.edu/deved/documents/v15_May.pdf

  • 13. Roberts B. W. (2001). The kids are alright: growth and stability in personality development from adolescence to adulthood. Journal of Personality & Social Psychology Volume 81 Number 4 p.670-683. Retrieved 09.12.2013 from: PsycARTICLES [Journal article] DOI: 10.1037/0022-3514.81.4.670

  • 14. The Australian Institute for Teaching and School Leadership (AITSL). (2011). National Professional Standards for Teachers. Melbourn 28 pp. Retrieved 20.12.2013 from: http://www.aitsl.edu.au/verve/_resources/National_Professional_Standards_for_Teachers.pdf.

  • 15. Thornberg R. (2008). The lack of professional knowledge in values educationTeaching and Teacher Education: An International Journal of Research and Studies Volume 24 Number 7 p. 1791-1798. Retrieved 19.12.2013 from: http://liu.diva-portal.org/smash/record.jsf?pid=diva2:263611

  • 16. Timperley H. (2011). A background paper to inform the development of a nationalprofessional development framework for teachers and school leaders. Retrieved 10.12.2013 from: http://www.aitsl.edu.au/verve/_resources/

  • 17. Villegas-Reimers E. (2003). Teacher professional development: an internationalreview of the literature. Retrieved 02.12.2013 from: http://unescdoc.unesco.org/images/0013/001330/133010e.pdf

Search
Journal information
Metrics
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 192 99 2
PDF Downloads 109 74 0