The value of teaching and learning is associated with the experience of an improvement in understanding or knowing. In this study, personal development was strongly associated with the evolution of one’s ways of thinking, seeing and doing things. In turn, such evolution was described as becoming intellectual and knowledgeable. Further discussion revealed that development embraced improvement in terms of knowledge, skills and attitudes, and becoming empowered as the self-manager of one’s development and that these explained quality in teaching and learning (Harvey & Green, 1993; Harvey & Knight, 1996). Importantly, learning is expected to empower students not solely as customers in the education process, but for life through the ability to live and work in the knowledge
Recent education reform demands a highly skilled teaching profession and it is widely accepted that a teacher’s development spans an entire career (Court, 1991). Therefore, teachers must be immersed in the subjects they teach, and have the ability both to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching and America’s Future,
These higher mental functions result in the blossoming of independence in work and thought, using cooperative and collaborative discussion as a catalyst. The idea of collaborative learning aligns with Vygotsky’s zone of proximal development. The zone of proximal development is the sensitive area where a child can learn something, but only with the guidance and modeled behavior of a more knowledgeable other. The areas that need guidance in the zone of proximal development are often fashioned with collaborative learning that utilizes the interaction and passing on of one’s skills to another while they’re learning something new. Vygotsky stressed the value of language in the process of learning, including private
And as per (Angelo J. Rivera) that the development of Career specified usually by: 1. The personal experience within a certain field of interest (with a career,a job, or a task specific skills as by-product) 2. Success at each stage of development, 3. Educational Gained within each stage, 4. Communications 5.
Teachers as a professionals have a great responsibility to improve their profession, in order to perform their daily tasks of teaching and learning process. Every professional should have a deeper understanding in the subject he/she taught and pedagogy. Teachers are lifelong learners so; they should keep themselves up-to-date on the major developments affecting their profession. Regarding to the above idea Schultz (2001), explained that our environment is complex, dynamic, and unpredictable due to technology change and related factors. Thus, to handle with this dynamic and unpredictable environment, teachers need to update their knowledge regularly in addition to their pre-service training.
In recent years, the current concern over teaching and learning in all levels in education is toward a commitment to improve quality teaching and students’ learning. The emphasis toward excellence in education is merely to improve teaching and learning in the classroom by the school reform and the managerial strategies in educational management (Chong Lee, 2009). In a time of educational paradigm shifts, there have been many changes in the school system which includes teaching methods, curriculum formats, learning styles, and the academic related policies. Knowledge is an indispensable part of everyone 's life. In each stage of our growing up years, it is very essential.
This professional development is promoting the needs of all learners. As mentioned data shows that our students are performing below grade level when it comes to reading comprehension. Our students are showing a lack of reading comprehension techniques and routines; this professional development will help teachers revisit key elements such as literary and pedagogical techniques that will promote reading comprehension as well as additional support for differentiation. This will help teachers implement such approaches in their lesson delivery to assure that students are utilizing them. Principal support in implementing
Therefore career development theories provide the basis for career counsellors to have a better understanding of particular strategies, approaches and tools there by meeting the needs of school students (Canadian career development foundation, 2011). In essence theory influences practice (Mational Guidance Research Forum, 2010). Career development theories also provide the guidance to purpose. Theories also provide the role of foundations for explaining career behaviors with students related to career problems. However the point of intention about career development theories is the argument present by Whiston and Brecheisen (2002) as to which theory is appropriate in developing the career of secondary school
Lev Vygotsky, a soviet psychologist came up with the socio-cultural theory, which is another strong theory emphasizing child development and is seen as a major counter theory to Piaget 's work (Saul McLeod, 2004). Theories of these two cognitive psychologists have been compared and contrasted on different levels. This essay will look into the differences and similarities between their theories. These two psychologist 's theories differ from each other in numerous ways. To begin with, Jean Piaget 's cognitive development theory proposes that children adapt to their environment by actively constructing knowledge as they perceive and explore their surroundings.
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.