According short-term courses that offered teachers new information

Accordingto Ermeling (2010), different modalities of professional development improvedcurricular knowledge and understand areas as diverse as reading comprehensionand science, as well as boosting students’ motivation. Improvement in teachers’knowledge was detected in a study of the effect of action research on areas ofteachers’ cognition.

Results were also produced on teachers’ conceptions andpractices about student self-regulated learning (Hoekstra, 2009). Changes in teacher expectations ofstudent achievement in low-income communities, was an outcome sustained overtwo years of professional development (Timperley & Phillips, 2003).The effects of long experience in developing literacy instruction skillsresulted in high and low implementers.

According to Cantrell & Callaway, 2008,differences between them were explained in terms of their levels of general, personaland collective efficacy. Educatorsmust understand the concepts of professional development and it’s importance toeducation. The National Staff Development Council (2007) created a set of nine(9) standards that all professional development should follow. It includescontent knowledge and quality teaching, research-basis, collaboration, diverselearning needs, student learning environments, family involvement, evaluation,data-driven design, and teacher learning.

Accordingto Ganzer (2000), professional development refers to the development of aperson in his professional role. Professional  seminar workshops and other formal meetingsare part of the professional development experience of a professional. Inaddition, professional development and other organized in-service programs aredesigned  for  growth of teachers that can be utilized fortheir development (Crowther et al, 2000). Accordingto Brookfield (2005), professional development and  in-service training consisted of workshops orshort-term courses that offered teachers new information on specific aspects oftheir work. Champion(2003) stated that opportunities and experiences for professional developmentover the years had systematic growth and development in the teachingprofession. Opportunities for active learning and specific strategies for professionaldevelopment refer to a focus on teacher application of learned materials.Overall coherence refers to the professional development program perceived asan integrated whole and development activities building upon each other in aconsecutive fashion.

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Accordingto Marzano (2003) , standardized staff development activities which do notallow for effective application would be ineffective in changing teacherbehavior.Richardson(2003) published a list of characteristics of  effective professional development, it states  that such programs would optimally be statewide, long term withfollow-up; encourage collegiality; foster agreement among participants on goalsand visions; have a supportive administration; have access to adequate fundsfor materials, outside speakers, substitute teachers, and so on; encourage anddevelop agreement among participants; acknowledge participants existing beliefsand practices; and make use of outside staff developers. Kedziorand Fifield (2004) described effective professional development as a prolongedfacet of classroom instruction that is integrated, logical and on-going andincorporates experiences that are consistent with teachers’ goals, aligned withstandards, assessments, other reform initiatives, and beset by the bestresearch evidence.Matalonet.al (2005), stated that meetings offer rare but crucial opportunities forteachers  to collaborate and also communicate.Meetings are an integral part of professional development.

The meeting can be acreative process for growth of staff members and innovative solutions toeducational problem.Mizuno (2004)and Yang (2005), stated  that teachersviewed in-service education to be more effective when the content of thetraining are based on their self-reported needs. There are  important variables that can improve teachers’willingness to participate in in-service training programs. These variables arecompetent resource persons, involvement of trainees in the training process,consultation with teachers to assess their needs, and support to teachers toimplement new ideas or innovations acquired in in-service training programs.

Accordingto Yang (2005), the needs for In-service training providers to spend some timelistening to teachers’ need, teachers’ voice, and appropriate programs withsuitable speakers before any In-Service Training. In-service training should bebuilt up from down to top, in which teachers may be empowered to decide whichtraining activities are suited to them.            According to Edutopia (2008) it is critical for teachers to have ongoing and regular opportunitiesto learn from each other. Professional development keeps teachers become updated on new research on how children learned,utilized technology  for the classroom,and  other  resources. B. Local Literature            According to Zulueta (2006),the kind of teacher you become is to a large extent influenced by the way youview the teaching profession. Teaching has always been thought as one of thenoblest professions.

The teacher is one of the noblest human beings. Zulueta (2006)describe a teacher as an individual possesses willingness to assume a responsibilitiesto society which is the development of good citizens, the inculcation andcultivation of the heart, the mind, and the soul of the youth. Thus, teachingis more of a vocation rather an occupation.

If the purpose why an individualgoes into teaching is because he or she wants to have substantial source ofincome, he or she is in the wrong profession because one cannot become rich bybeing a teacher.            Aguino (2008),  described the instructional competencies ofteachers. He points out the following as the responsibilities of the teacher.1.

Employ diagnostic methods, identify students’ proficiency levels, plans short andlong range programs designed to accommodate their needs.2. Establish aphysical, emotional and intellectual climate conducive to teaching-learningprocess. . Manage time, space, and resources for the enhancement ofteaching-learning process.4.

Employ a variety of methods which will motivatestudents. 5. Utilize effective teaching method for the achievement of desiredobjective.6. Provide leadership in the establishment of a positive relationshipbetween pupil and teacher and  pupil andpupil. 7.

Select, develop and employ appropriate evaluation techniques toassess progress of students.Accordingto Dr. Bayocot  (2014), Teachers have dutiesand responsibilities to perform that support the vision and mission of theDepartment of Education. The main objective is to promote effective teachingand learning process .The main responsibility of teachers is to facilitatelearning process.

They are expected to act in a manner deserving of publictrust. Teachers have important role in education. The learners as the center,teaching serves as the most important means of nurturing the learners’ interestand potentials. To be able to achieve effective teaching and productivelearning, teachers should be capable of achieving the dimensions of goodteaching.

Classroom teachers think about a balance teaching activities in theclassroom with crucial professional upgrading activities. They also think whichskills to teach, what teaching strategies to use, what enrichment activitiesand what learning experiences to provide. Usingthe National Competency Based Teaching Standards (NCBTS) as a framework,Filipino teachers should be able to see their strengths and ensure that suchstrengths be consistently utilized in teaching practice. If weaknesses areidentified, teachers can plan for various professional topics.

Professionaldevelopment is a formal in-service training to upgrade the content knowledgeskills of teachers. The teacher’s academic advancement and professionalupgrading activities contribute to an enjoyable and productive teaching. ThePhilippine Public School Teachers Association (PPSTA) takes an active role byproviding services for the professional development and financial security ofpublic educators in the Philippines.

            Toleda (2000)  stated  that the teacher is the greatest factor in thedevelopment of functional citizens in growing complex.According to Berador (2009),he cited the role of teachers in education as not only to impart knowledge totheir students but also give them a chance to grow in age , knowledge , and  wisdom.

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