In this regard Fullan & Steiegelbauer(1991) strongly recommend the need for ongoing professional development which would help bring about positive changes in teachers and in return improve their performance at school work .Conner’s (1991)and Fullan& Steiegel bauer(1991)suggests that in order for school teacher professional development to be effective ,it must promote changes in : I. Teachers’ belief ,attitudes, theories or pedagogical assumptions ; II. Changes in content
“I demonstrate flexibility in adapting to changing circumstances and student needs” (Laureate, Inc., 2016). The fast-paced teaching of the 21st century places new demands on all of us, as students and teachers. To productively engage in our democracy and compete in our global economy, all students need strong, well-rounded academic foundations, cultural and global competencies, the ability to collaborate, communicate, and solve problems, and strong digital literacy skills (National Board for Professional Teaching Standards) Teachers and principals, who are critical to ensuring this high quality education, need a similar and wide range of knowledge, skills, and strategies to guide their students now more than ever. It is crucial to meet the challenges that confront us. We need to ensure that highly skilled and effective educators are at their peak.
This conception focused on teaching as enabling students to develop and become confident. The capability to reflect on their own and others thinking and relate ideas to compete in global market, perform well on the work in various locations. It was strongly implied that the world of work was highly competitive and the students looked forward to learning in higher education as preparation (to increase the opportunity) to obtain a better position in a competitive world. 5.6.4. Preparation for University Education The category of preparation for university education has been analyzed through the issues of knowledge comes from teacher, teachers’ dependent and teachers’ time most effective.
But instructors are likely to create new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. This statement suggests that teachers need regular opportunities for reflection and problem solving at the same time the students are in school. In creating time during the school days, it’s likely to miss upon needed participants. Some institutions exhibit to have all classroom teachers vacant for team planning but fail to include key support workforce. It is also important to be sensitive to the reactions of parents and help them see the value of professional development by involving them in professional development planning that is linked to improved techniques of education.
RP being the youngest Polytechnic, is not able to attract many of the brightest to study. In fact, when I first started to facilitate at RP, most of the students in the class were from Normal Academic or Technical stream, however in the later years, there seems to be more Express stream students joining RP. I find that the NA/ NT students do experience difficulty to engage in higher-order thinking and deep learning approach independently and naturally, so often, these students may not research or understand the issue deeply. In addition, PBL facilitators are working to create “active questioners” instead of “passive acceptors”, but not all students reach the level to even ask the right questions. In such situation, learning is like a “trial and error” and may result in a waste of time for some.
Participants increased the use of techniques, such as flexibility of classroom arrangements and changes in the pace of instruction to accommodate for varying levels of student content mastery. Englert & Tarrant (1995) studied three special education teachers within a learning community and suggest that one teacher developed skills of implementing a new group story format and utilising choral reading strategies. Berry, Johnson, & Montgomery (2005) noted that teachers in a learning community search for outside ideas to help them solve teaching dilemmas. Andrews & Lewis (2002) explore teachers’ perceptions about being in a learning community and indicated changes in their practices. However, in all those studies concrete evidence of a link between peer support and changes in practice is illusive; especially the methodologies are challenging.
In PAL, the lecture given by the peer leader who were smaller age distance and same education or experiential level. The lecture teaching method increased the peer leader to peer learner ratio which might reduce the effetiveness of PAL in higher education. The role-play had been applied in medical students when 5th year student act as a peer leader while 2nd year students act as peer learner (Glynn et al. 2006). In previous study by Iwasiw & Goldenberg (1993), the 2nd year nursing students in experimental group could interchange role between peer leader and peer learner.
Learning helps every individual to provide an expertise necessary for the adequate performance of social roles. These educational systems are essential to the stability and functioning of any society. This assignment examines the relationship between self-regulated learning in mathematics and mathematics achievement. In the present day, maybe as never before, scientists are extremely attracted in the process of learning. Innately,
In fact, a number of studies have been conducted on the perception and practice of teacher professional development (e.g., Dang Kieu Diep, 2007; Komba & Nkumbi, 2008). The result of the Komba and Nkimbi’s study (2008) showed that most of the teachers in Tanzania primary schools perceived teacher professional development as the advancement of teachers in the teaching field and it enables them to improve professionally and academically, update teachers in line with the changes in curriculum and serve the students better. Dang Kieu Diep (2007) found that majority English foreign language teachers at some colleges in central Vietnam view teacher professional development as a crucial element that provides great contribution to their effective work and help them to “survive” in swiftly altering society like Vietnam at the present. Moreover, in these teachers’ opinion, teacher professional development means development of teachers’ English proficiency, enhancement of teaching methodologies and equipment of teachers with classroom
All this brings a much needed educational platform to uneducated children. The financial support from PNP is greatly appreciated from the community. Many schools are hungry for new innovation and prescribed educational curriculums. In my conclusion to the CSR programmes weather it may be internal or external, I have concluded that all the CSR programmes mentioned above have had a great influence in the brand building of PNP. And I feel that if they continue their progress in this direction it will aid them as well as the community.