Teacher Preparation and Development
In
the 1998 Survey on the Professional Development of Teachers by the National
Center for Education Statistics (NCES) of the US Education Department, two
broad dimensions of teacher effectiveness were categorized first along the
level of knowledge and skills that teachers bring to the classroom as measured
by teacher preparation and qualifications; and second, along the category of
classroom practices. The trend data during the subsequent 2000 survey, covered
teacher participation in professional development and collaborative activities,
and teachers’ feelings of preparedness.
Apparently, teachers underwent
formal professional development and collaborative with other teachers. Teacher
education and teacher professional development and collaboration were key
factors that established teacher effectiveness. Continuity and relevance of professional
development as well as school administration support had to be monitored to
assure that teachers had learned. If follow-up sessions are needed, then
additional training followed by school activities in which a teacher helped
other teachers put the new ideas to use.
Perceived impact of professional
development was related to time spent in professional development activities
and linkages and follow-up activities to which the teachers had participated.
Collaboration with other teachers
revolved around joint work, which are team teaching and monitoring. Teacher
networks, either school-to-school or school-to university partnerships are
powerful learning mechanisms for teachers.
Teacher preparedness incorporates
what the teacher brings to the classroom from preservice training and
on-the-job learning. Teachers unanimously revealed that they were not
well-prepared to integrating educational technology in the grade or subject
taught.
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Title:
Teacher Preparation and Development
by:
om
at
2013-02-16T12:45:00+07:00
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Teacher Preparation and Development