TPD Unit-2.1, 2.2, 2.3, 2.4.(Teachers Professional Development)

PhD Education Presentation

2. UNIT:2
2.1 Impact of Professional Development on Teachers.
2.2 Teacher as an artist.
2.3 Pre-service Education.
2.4 In-service Education

3. 2.1 Impact of Professional
Development on Teachers
•“Thequalityofeducationisdirectlyrelatedtothequalityof
instructionintheclassroom.Theteacherisconsideredthe
mostcrucialfactorinimplementingalleducationreformsat
thegrassrootslevel.Itisafactthattheacademic
qualifications,knowledgeofthesubjectmatter,competence
andskillsofteachingandthecommitmentoftheteacher
haveeffectiveimpactontheteaching-learningprocess.
(NationalEducationPolicy1998-2010,p.47).

5. Asidefromfinancialgain,TPDhasasignificant
positiveimpactonteachers’believesand
practices,students’learningandonthe
implementationofeducationalreformsas
well.

6. •EvidenceshowsthatTPDhasan
everlastingimpactonteachers’
knowledge,attitudeandskills
(Ibrahim,1998).

7. •Themoretheteachersare
professionallydevelopedthehigher
thelevelofstudents’leaningwillbe
(Nationallcommisiononteaching,1996,1997;Falk,2001;
EducationalTestingservice,1998;Ggrossodeleon,2001;
Guzman,1995;Borden,1995;Tatto,1999)

8. •Franketal(1997),Professionaldevelopment
programshaveencouraging,positiveandlasting
influenceonteachers’believes,behavior,
performanceandstudentslearningaswell.Winning
professionaldevelopmentprogramshaveavisible
effectonteachers’output,bothinsideandoutsideof
theclassroom.
•AccordingtoKettleandSellars(1996),teachers’
professionaltrainingandgrowthhaveagreatimpact
ondefiningteachers’instructionalobjectivesand
theseobjectives,asaresult,haveimpactonthe
teachers’behaviorintheclassroomsandschools.

9. •Whiletheendresultofalleducationreform
shouldbestudentimprovement,everyreform
initiative,ifitistosucceed,mustbeginwith
recognitionoftheimportanceofteachersin
raisingstudentperformance
(Ferguson,1991; Armour-Thomas, Clay, Domanico, Bruno, & Allen, 1989).
•Inotherwords,“studentachievementisthe
productofformalstudybyeducators”
•(Joyce and Showers, 2002, p. 3).

10. •Professional development has direct impact
on the following variables;
A.Personal knowledge, attitude and skills
B.Professional culture
C.Workforce and work place
D.Philosophy
E.Planning
F.Instruction
G.Learning
H.Assessment
(Ibrahim, 1997, P.127).

13. High-Quality Professional Development for Teachers
Supporting Teacher Training to Improve Student Learning
By Jenny DeMonte July 2013
www.americanprogress.org

14. 2.2 Teacher as an artist.
•CurriculumisatoolinthehandsoftheArtist
(Teacher),tomouldhis/hermaterials(Students),
accordingtohis/herideals(objectives)inhis/her
studio(College/School).Cunningham

15. 2.3 Pre-service Education.
•AccordingtotheInternationalEncyclopediaof
TeachingandTeachereducation(1987),
“Teachereducationcanbemeasuredinthree
phases:
Pre-service,InductionandIn-service.
Allthethreephasesareconsideredaspartsof
continualprocess.”

16. Pre-serviceTeacherEducation:
•Heretheprospectiveteacherisprovidedwith
basicandtheoreticaleducationtoprepare
himforforthcomingprofession.Atthisstage
theteacherisequippedwiththerequirements
ofinstruction.

17. Induction,orientationormentoringphase:
•Atthisphasetheteacherjoinstheprofession
andheisprovidedwithbasicsupportrequired
forinstructionwithintheschoolenvironment.
Thisphaselastsforatleastoneyearina
schoolthroughwhichtheteacheris
mentored,supportedandencouragedto
knowhowtoperformhisjob.

18. 2.4 In-Service Education/Training:
•Atthisphasetheteacherisprovidedwith
newfangledrefreshercoursesaspersocial
trends,instructionaldemandsandforfulfilling
curriculumrequirements.Atthisstagethe
teacherisprovidedwithcontinuing
professionaldevelopmentcourses.

19. NeedofTeacherEducation
•Professionally,influentialinstructionisverysignificantand
growinginourmodernsocietybecauseofvibranttrendsin
professionalgrowthanddevelopment.
•Standardsofinstructionarehigherinthe21
st
centurythanit
hadbeeninthe20
th
andasaresultteacherswillrequire
gettingadditionalknowledgeandskillssothattosurviveand
beflourishinginthe21
st
centuryschoolsetting
• (Darling-Hammond,2006).
•In21
st
century,thejobofateacherhasbecomemore
challengingandtechnological.Therefore,theteacheris
neededtobewellequippedforteachingprofessionthrough
in-servicetrainingandcontinuingprofessionaldevelopment.

20. •Professionaldevelopmentrestsonthenotionthat
“Teachersaremade,notborn“incontrarytothe
assumption,“Teachersareborn,notmade.
•Teachingisbothartandasciencethatiswhytheteacher
willhavetobeacquaintedwithbasicpedagogical
knowledgeandskillswhicharecalled“tricksofthe
trade”.
•Therefore,topreparetheteachersfortheirroles,awell
plannedprofessionalprogramiscallofthetimethrough
whichtheywillgetcommandoversubjectmatter,
pedagogyandinstructionalskills.(TEM-IV,2012.p.293)

21. •Instructionalexcellenceisunavoidably
associatedwithteachers’capacitybuilding,
professionaldevelopmentandgrooming.
•Thoughpolicyexistsforin-servicetraining
programs,butduetonon-implementation
andlackoffollowup,teachersdonotbother
fortheirprofessionalgrowthand
development(Ali,1998).

22. Next Insha-Allah UNIT-3
3.1 Mentoring.
3.2 Different schools of thoughts about teacher education.
3.3 National Education Policy with reference to TPD.
3.4 Stages of teacher education –Elementary, Secondary and Higher.