Systemic teacher continuous professional development as support of teaching practice
Journal Title: European Journal of Science and Mathematics Education - Year 2018, Vol 0, Issue 0
Abstract
The gap between the teachers’ education and the teaching practice in school is a significant problem. This problem has many causes. Our experience and research have brought us to the conclusion that it is necessary to create systemic teacher continuous professional development (CPD). Teacher pre-service and in-service education with practical experience should be systematically linked. Teachers’ professional competences are finally formed through the combination of these three core parts of CPD. The outputs of our design-based research confirm this fact. We propose using the natural binding of three core parts of CPD and linking them systematically. We have found a set of current specific teachers’ competences that need to be addressed in science and mathematics education. These include in particular: education of gifted students, implementation of connectivism and IBSME etc. These competencies can be sufficiently established only within systemic CPD. In our study we present some specific examples of these competences.
Authors and Affiliations
Eva Trnova| Faculty of Education, Masaryk University, Brno, Czech Republic For correspondence: trnova@ped.muni.cz
Keywords
Related Articles
- EP ID EP8167
- DOI -
- Views 501
- Downloads 25
Mentoring first year study groups - benefits from the mentors’ perspective
The ‘study group concept’ at the University of Southern Denmark (SDU) was implemented to aid first year students’ transitional challenges. A mentor (an older student) is affiliated each study group to facilitate producti...
Challenges in mathematics and statistics teaching underpinned by student – lecturer expectations
This study is motivated by the desire to address some of the enormous challenges faced by the students as well as the lecturer in fulfilling their respective expectations and duties demanded by the process of learning –...
Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking
The study aims to examine the relationship between perceived self?efficacy in science teaching and disposition towards reflective thinking in pre?service science teachers based on different variables. For this purpose, t...
Relationship between preferred and actual opinions about inquiry-based instruction classroom
Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruct...
Aspects of theories, frameworks and paradigms in mathematics education research
This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism,...