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Teacher Development Programmes - Coggle Diagram
Teacher Development Programmes
Types
Professional Training
Intend to inform the teachers
Conferences
Workshops
Discovered Techniques
Skills to use in the classroom
Designed by experts
Introduced to teachers
Short Courses
Professional Education
By
Secondments
Longer courses
Focused on Theory and research-based knowledge
Aim to improve their professional performance
Providing opportunities to research and discover
Rules
Ideas
Principles
Professional Support
Referred to as actual performance in the classroom
by
Analysis of video tapes of classroom proceedings
Job-embedded arrangements procedure
Process
It is a well-planned route to enhance teachers' professional skills
To increase the quality of pupil learning
Is a cyclic process
The starting point can be anywhere on the cycle
6 important stages
Needs identification
To fulfil the needs of its trainees
Add professional skills
Expand expertise
Elucidate or analysis values
Perform effectually as possible
Provide opportunities to prepare themselves
Enhance job satisfaction
Provide educational policies to raise standards
Provide support with developmental opportunities
Enable to develop potential
Develop combined and collaborative approach
Needs analysis
Designing Programme
Features to be considered
Successful staff development is context sensitive
Successful staff development is knowledge based
Participation and collaboration of all concerned persons
successful prorammes are on-going
Staff development programmes are reflective and analytic
Staff development should be democratic
A programme should involve strategies that may be replicated
Running Programme
O'Sullivan et al (1988) listed possible ways to organising
External short courses
External or internal courses organised by the Staff Development co-ordinator or head teacher
Attendance on degree/cerficate/diploma
Private study or sabbaticals
Discussions held by experts
Coaching/on-the-job training
Internal and external secondments
Self-help staff development meetings
5.Monitoring Programme
To evaluate each step
Ensures that appropriate remedial action is taken
6.Evaluating programme
Focuses on current and future programmes Ensures improvement To achieve the desired aims
Implementing a programme
Represent an attempt of change
To make a change successful Trump(1967) gives 5 points
Analysis of present practice
Discovering what people want
Making tentative decisions
Planning innovation carefully
Describe the time and techniques for evaluation
Approaches
Staff development can be conducted
Individual
Institutional
Client-centred Approach
The advantages
Ownership of learning
Developing critical and analytical thinking
Beneficial to encourage teacher development activities
Useful for a context with managerial influence
The drawbacks
Difficult to manage large number of teachers
The participants may have different goals
Demands perfect pre-planning
Suitable for experience teachers
Self-Development through Class Observation
Has four aims:
Teachers have responsibility for own development
Teachers have understanding of classroom experiences
Introduce Teachers to
developmental approach
Build supportive and trusting relationships
The advantages
Effectiveness to teach self-development
Offers relaxed and informal environment
Provides feedback from observer
Opportunity to learn from each other
The drawbacks
Takes a lot of time
The procedure may continue without achieving developmental goals
Requires cyclic consistency and regularity
Self-awarness through groups in teacher development
Aims individual teacher development
Creates interpersonal environment
It is carried out by oneself
Encourages self-development
Collaborative Approach vs Co-operative Approach
Co-operative development is carried out in roles
The roles may be exchanged
Requires a relationship of trust and confidentiality
It is challenging
The disadvantages are that it is not suitable for everyone
Data-based Teacher Development
The aim is learning new skills and developing oneself.
Stimulates productive thinking
Facilitates self-reflection
Teachers are encouraged to comment on positive and negative aspects of data
The advantages
Allows teachers to response to the data
Allows to move from description to analysis
Allows to change the orientation of reflection
The disadvantages
The effectiveness of data-based approach depends on quality of the data
It is difficult and time consuming to produce qualitative data of classrooms lessons
Martha Olivia Peña Medina
Cta 1727540