This study was conducted to identify self-directed and external professional development obstacles facing primary school EFL teachers in Southern Zone of Tigray Region in Ethiopia. The participants of the study were 63 primary school EFL teachers, 10 school principals and 2 clusters of supervisors. School teachers were selected using random sampling technique whereas school principals and clust...

This study was conducted to identify self-directed and external professional development obstacles facing primary school EFL teachers in Southern Zone of Tigray Region in Ethiopia. The participants of the study were 63 primary school EFL teachers, 10 school principals and 2 clusters of supervisors. School teachers were selected using random sampling technique whereas school principals and clust...

According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...

 This study examines the impact of 2 forms of professional development on prekindergarten teachers’ early language and literacy practice: coursework and coaching. Participating teachers (N 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Preand postassessments examined teachers’ knowledge and quality of lang...

OBJECTIVE To evaluate the basic knowledge of pre-school teachers who deal with children between the ages of 4 and 7 years, who present signs of lower urinary tract dysfunction (LUTD). MATERIALS AND METHODS We performed a survey with 50 teachers from 9 private schools working with pre-school children. The criteria for selection were if teachers were certified or non-certified elementary school...

The aim of this study is to reveal how well online communities of practice (oCoPs) help teachers share explicit knowledge and bring their tacit knowledge to the surface. An Internet based oCoP platform called “The Professional Development Circle” (The PDC) was developed for this study. The study was conducted in two phases: 1) a mandatory participation term and 2) a voluntary participation term...

Nurturing reflective teaching and improving critical-thinking instruction are two important goals in teacher education, but these are only achievable when teachers-in-training are provided with opportunities for building professional knowledge and for exhibiting reflective teaching practices. A computer simulation program (CS-TGCTS) was therefore developed here, and its effectiveness is explain...

A paper presented at the Annual Conference of the Australian Association for Research in Education, Adelaide, 28th November 2nd December, 1989. INTRODUCTION In spite of much research and scholarly writing, the way in which teachers make decisions about their professional practice is not well understood. Mechanistic decision-making frameworks seem inappropriate to explain how solutions are found...