The Role of Teacher Professional Development in Improving Teaching Quality and Student Learning Outcomes

This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.

The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

EFL TEACHER PROFESSIONAL DEVELOPMENT THROUGH CRITICAL READING PEDAGOGY:MEETING THE CHALLENGES IN THE ASIAN CLASSROOM

外语教师能否在阅读课中进行批评性阅读教学、提高学生的阅读鉴赏与辨别能力?本文就外语教师师范教育中不可或缺的知识的两方面(即语言知识与语言教学论知识)是如何用诸于作者在新加坡国家教育学院英语教学研究生文凭项目所开设的阅读教学法课的实例进行报告。笔者从社会文化理论及批评性话语分析理论入手,针对批评性阅读教学法在35名外语教师参加的培训阅读教学法课中实施的课堂实例片段进行分析、诠释和讨论,旨在抛砖引玉为改变传统的外语阅读教学法提供可能的新途径和机遇。笔者在文末强调,本文的初衷是要让外语教师意识到批评性阅读教学法在外语阅读教学中的的重要性以及在亚洲外语课堂实践中所面临的挑战。

Cooperation Mode Research of ESP Teachers'Professional Development

The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is one of the effective ways of ESP teachers' professional development.The daily teaching activities of cooperation between the teachers have characteristics of plurality.To achieve cooperation of professional development,we need to create the environment of teachers' professional development,and establish corresponding evaluation mechanism.

An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

Rebuilding School Culture and Promoting Teachers'Professional Development Rebuilding School Culture and Promoting Teachers'Professional Development

School culture is an important carrier for teachers' professional development.It is also a double-edged sword that can either promote or hinder the professional development of teachers.The improvement of teachers' professional development fundamentally lies in the reconstruction of school culture.School culture is derived from the school system because the system creates the environment that determines professional development.The improvement of school culture is achieved through learning because learning can create a solid platform for teachers'professional development.Principals should rebuild their relationships with their schools and teachers,while teachers should rebuild their relationships with other teachers and their students as well as between their own practices and educational theories.

Analysis of English Teachers＇ Professional Development in Rural Primary Schools Taking the Surrounding Areas in Linyi as an Example

This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools

On the Professional Development of Teachers in Public Security colleges and universities

Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our country. Therefore, to reshape education concept from the teaching and research point of view, develop professional level of public security colleges and universities, and create a good team ofteachers are the most important cause of public security education.

Overview of Questionnaires about Teachers＇ Professional Development in Higher Vocational Colleges

Teachers＇ professional development in higher vocational colleges is a primary condition for students＇ development, as well as a significant guarantee for the development of higher vocational education. It has been discovered in studied that higher vocational teachers attach great importance to their teaching practice ability and professional practice ability, and desire to be promoted. Comparatively speaking, the growth approaches of higher vocational teachers ＇ teaching practice ability remain to be further studied.

Research on Training Needs,Training Transfer,and Training Effectiveness of In-Service Teachers in Local Normal Colleges

This study aims to understand the in-service training needs,training transfer,and training effectiveness of teachers in local normal universities in China,while also proposing a continuous professional development plan for teachers.Descriptive research methods were employed,with questionnaires serving as the primary data collection tool.The survey revealed that the educational background of teachers in local normal universities is characterized by an unreasonable distribution of academic qualifications,with a shortage of teachers holding postgraduate and higher degrees.Additionally,the training effectiveness for female teachers was found to be lower than that of male teachers.There is a lack of personalization in training needs,which tends to be more generalized.The transfer effect of training is moderate,and there is a need for further enhancement at the behavioral level of training effectiveness.A continuous professional development plan for teachers has been formulated to improve training effectiveness and promote professional development.

Professional Learning Communities(PLCs)of Chemistry Teachers

The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students,analyze their teaching and their students’learning processes,draw conclusions,and make changes in order to improve their teaching and the learning of their students.It was found that participation in a PLC influences teaching practice,so teachers become more student-centered.Moreover,the teaching culture improves as the community increases the degree of cooperation among teachers,and focuses on the processes of learning rather than the accumulation of knowledge.This enables students to be innovative,creative,and critical.In addition,trust is developed among the participants,which enables them to discuss and analyze their students’cognitive and affective problems,misconceptions,and learning outcomes.

A Case Study on the Development of Reflective Thinking Through Journal Writing

Reflective thinking and teachers' professional development has become a focus since the new curriculum reform.Based on a case study among English teachers in Zhangjiashan Middle School, this paper aims to find out the effectiveness to improve the reflective thinking by journal writing and the extent to which the journal writing is involved. From the result, a conclusion can be reached that journal writing can provide an opportunity for teachers to write reflectively about their teaching, and teachers differ in the extent to which they can write reflectively.

The Implementation of ELTeach Online Course to Junior High School English Teachers in Yunnan

The paper gives an brief introduction of the ELTeach online course and the national teachers training program in Yunnan. It discusses the necessity and possibility to incorporate the course into the program. On the basis of the trainees' reflection, it further analyzes the strengths and weaknesses of the course, particularly the EFT and PK domains, for the professional development of Junior High School English teachers.

FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT

Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension.

Effectiveness of Professional Development Policies Based on Teachers'Subjective Evaluation

The results of a questionnaire-based investigation carried out across China regarding teachers'professional development were used to create an extensive database.Chinese teachers'subjective evaluation of a number of professional development policies was statistically analyzed.From their ratings,it is shown that in schools across China,differences exist in terms of the effectiveness of professional development policies in teaching profession.Striking differences exist between regions as well as between school levels.Multi regression analysis has shown that training and refresher courses are two of the major factors that influence differences in teachers'evaluation of policy implementation.A key finding is that the provision of many different types of training does not necessarily help bring about effective policy.

TEACHER VOICE FROM CHINA:THE IMPACT OF CROSS-CULTURAL EXPERIENCES ON TERTIARY EFL TEACHERS' MOTIVATION FOR PROFESSIONAL DEVELOPMENT

Based on the researchers assumption that teachers of English as a Foreign Language (EFL) in China with cross-cultural experiences have better cultural awareness than their peers, the research was conducted to investigate the impact of the experiences on tertiary EFL teachers motivation for professional development. Narrative accounts from in-depth interviews with a case were triangulated with the data from a questionnaire survey (N=39) and participant observations in two Chinese universities. Meaning and ...

A Case Study of an Iranian EFL Student Teacher＇s Professional Preparation and Development from the Perspective of Social Constructivist Approach

Language teacher professional development has recently shifted away from transmissionist approaches based on cascading or transfer of external knowledge toward social constructivist paradigm with a focus on the situationality of learning and teaching as social processes of sharing and （re）constructing personal meanings, understandings, and skills. The social constructivist view of teacher education values teachers＇ agency in constructing and shaping personalized knowledge as a socially constructed experiential process in context. So, the researcher as an EFL educator in an Iranian teacher education university investi- gates the professional development of an EFL teacher during a three-year-time span both as a student and then as a teacher. Teacher journals, observation, and interview as three appropriate data gathering tools were used to obtain triangulated data. Student teacher professional change during the time span, multidimensionality of professional development, and discursively shaped personal beliefs and knowledge and their influence on teaching actions and practices were the emerged themes of data analysis based on Strauss （Qualitative analysis for social scientists. Cambridge University Press, Cambridge, 1998） constant comparative method, including three steps of open coding, axial coding, and selective coding. The findings of this research challenge the transmission nature of teacher education which assumes student teachers as the conduits, requiring to be filled with skills, input, and knowledge lectured by educators as authority figures.

Teaching Practice Communities in Higher Education:Roles and Strategies

In view of the problem of lacking peer coaching among college teachers,taking teachers in local universities in Hangzhou as the research subject,the paper analyzes the relationship between peer coaching and teachers’professional development.The paper then proposes to establish teaching practice communities in higher education,which is of great significance to improve the teaching quality and promote the professional development of university teachers.Strategies for constructing teaching practice communities are also discussed.

Professional Learning Communities in Private Schools in Bahrain and Oman:Reflection on Two Cases

Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and Oman,and theoretical input from international PLC literature has implications for policy and practice.•Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre-and in-service teacher training programs,adapting best international PLC practices to the specific educational contexts of Bahrain and Oman,preparing school principals to lead PLC in their schools,providing human and financial support to these communities,and making school cultures more collaborative.•This study highlights the importance of the PLC approach,expands the existing conceptual/analytical framework,demonstrates how this approach is being used in two schools,and encourages other practitioners and researchers to embrace PLC.