Một số cách tiếp cận phát triển nghề nghiệp cho giáo viên
Tóm tắt
Teacher professional development has drawn the attention of many scholars in the field and had close connection to many schools’ efforts in improving teaching and learning quality. This article aims at exploring approaches that can be adapted for developing teachers’ knowledge and skills. To achieve this goal, the authors review and analyze previous literature and findings related to teachers’ professional development around the world. The results demonstrate some approaches towards teacher professional development and teacher professional development models. These findings highlight some recommendations for enhancing teachers’ quality in the Vietnamese education system.
Tài liệu tham khảo
Bell, L. (1991). Approaches to the professional development of teachers. Managing the professional development of teachers, Open University Press Philadelphia, 3-22.
Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J. & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 4.
Clark, J. C. & Walsh, J. (2007). Elements of a Model Effective Teacher. Faculty of Education, Deakin University.
Cochran-Smith, M. & Lytle, S. L. (2001). Beyond certainty: Taking an enquiry stance on practice. Teachers caught in the action: Professional development that matters, Teachers College Press New York, NY.
Cohen, D. K. & Ball, D. L. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. Teaching as the learning profession: Handbook of policy and practice, Jossey-Bass, San Francisco, CA.
Drago-Severson, E. (2009). Leading adult learning: Supporting adult development in our schools. Corwin Press, Teller Oak, CA.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Huberman, M. & Guskey, T. R. (1995). The diversities of professional development. Professional development in education: New paradigms and practices, Teachers College Press, New York.
Ingvarson, L., Meiers, M. & Beavis, A. (2005). Factors Affecting the Impact of Professional Development Programs on Teachers' Knowledge, Practice, Student Outcomes & Efficacy. Education Policy Analysis Archives, 13(10).
Jimoyiannis, A., Karagiorgi, Y., & Gravani, M. (2011). Teacher professional development throught Virtual Campuses: Conceptions of a Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments. Information Science Reference, USA.
Koellner, K. & Jacobs, J. (2015). Distinguish models of professional development: The case of an adaptive model's impact on teachers' knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51-67.
Ninlawan, G. (2015). Factors which Affect Teachers Professional Development in Teaching Innovation and Educational Technology in the 21st Century under the Bureau of Special Education. Office of the Basic Education Commission, 7th World Conference on Educational Sciences, Athens, Greece.
Priestley, M., Biesta, G. & Robinson, S. (2015). Teacher agency: What is it and why does it matter. Flip the system: Changing education from the bottom up, Routledge, London, UK.
Phạm Tố Loan, Nguyễn Hoàng Quế (2016). Nghiên cứu về vấn đề nâng cao năng lực nghề nghiệp cho giảng viên tiếng Anh tại các trường đại học ở Việt Nam. Tạp chí Giáo dục, số đặc biệt tháng 10, 126-129.
Richter, D., Kleinknecht, M., & Groschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education, 86.
Sparks, D. & Loucks-Horsley, S. (1990). Models of staff development. Handbook of research on teacher education.
Stansfield, M., Connolly, T., Cartelli, A., Jimoyiannis, A., Magalhaes, H. & Maillet, K. (2009). Developing a framework for best practice in sustainable virtual campuses. International Journal of Networking and Virtual Organizations, 6(5), 440-459.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
