Teacher professional development plans
Advances in teaching methods require additional guidance. All national teams participating in the OECD-CERI program were asked to implement a minimum skills development plan and were encouraged to support teachers during the implementation of this program. Many of them collected feedback on how they used the opportunities presented and supported the learning and skills of the participating teachers.
This chapter provides and explores ways to develop teachers’ critical thinking skills and abilities and to explore these two skills in the classroom. In terms of regional conditions, these methods of promoting experts differed considerably from group to group. As participants had greater independence in designing their plans, these differences allow us to take several initial studies.
This chapter also uses the reports produced by the organizers of each team. These reports provide information on the circumstances surrounding their experience of the program as well as their findings based on their observations and feedback from participants (teachers, school principals, academics or students). After the first section, which focuses on the development of professional development strategies presented by participating teams in the program, it highlights key lessons learned from the professional development programs conducted by national teams to support participating teachers in promoting skills and criticism. thinking about their students.
Key Features of a Teacher Development Plan
Within the OECD-CERI project, a national team used the Teacher Development Strategy with the goal of developing skills and critical thinking in the classroom based on a series of steps. The team was asked to plan at least one training day at the start of the project to inform the trainers of the products, objectives, and teaching methods envisaged in the project plan. In addition to these general requirements, planners were free to design their chosen career development plan based on their interests, skills, and location.
Most local team organizers have decided to offer teachers at least the necessary professional development program. In addition to providing ideas and resources for projects, they have developed strategies to help teachers implement new teaching activities in the classroom and stimulate thinking about teaching methods. As part of their professional development plans, the organizers of the local teams used three types of measures, namely: lesson hours, respect for each teacher and dialogue between peers. The fourth pillar of his plan included supporting school leaders and education system managers to facilitate the implementation of the three actions mentioned above.
The different aspects of professional development plans are discussed in the following sections. In order to illustrate some of the strategies used by the teams during the project, this analysis is supplemented by concrete examples drawn from the experiences of these different teams.
The literature on teacher competence development highlights the usefulness of educational programs in equipping teachers with the skills and knowledge needed to develop their professional skills (Hoban and Erickson, 2004). Therefore, this measure has been strongly criticized for two main reasons. In short, the truth is far from the teacher’s day-to-day work, treating the teacher only as a recipient of experience, not as an actual actor in professional development. ..
In the course of the project, the selected course will have a set of tools to help and assist teachers in offering new courses, providing students with space for creation and in-depth consideration. Overall, personal follow-up activities correspond to follow-up activities in educational activities. On the one hand, it maintains the awareness and motivation of educators to respond to the event. To improve their understanding of the objectives of the project and the means to achieve them. However, subsequent activities were different from studies because they were planned instead of courses.
Also, they did not focus on the teaching team, but on each teacher. In this case, personal follow-up events provided instructors with opportunities for personal growth and learning. Moreover, they were often organized in a teacher system that was less common in the teaching profession.
Communication with peers
Academic literature has identified teacher participation in the technical network, where they can discuss ideas with their peers to promote Professional Learning Webinars for Teachers and ideas more effectively. In the context of P2P communication, P2P conversations allow teachers to work together to enrich their knowledge, support each other according to each other’s needs and innovate in practice (Paniagua and Istance, 2018). ..
According to the formal and individual feedback provided by the OECD-CERI program, the support received by teachers in peer-to-peer interviews was similar to the support received in subsequent single events. Conversely, these supports are provided by educators other than outsiders. Therefore, we have created tools to help external practitioners follow through, enabling teachers to acquire and share certain kinds of clear knowledge that is directly related to their practice and professional background.
Regional groups rely on various methods to facilitate dialogue between colleagues. Either way, these strategies have been shown to help support and encourage teachers to participate in the program.