Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education
DOI:
https://doi.org/10.31686/ijier.vol7.iss5.1506Keywords:
teacher professional development, 21st century education, 21st century skills, teacher professional development methodsAbstract
In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.
Downloads
References
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-Quality Professional
Development for All Teachers: Effectively Allocating Resources Washington: national comprehensive center for teacher quality. http://www.tqsource.org
Blank, R.K., Alas, N.D. & Smith, C. (2008). Does Teacher Professional Development
Have Effects on Teaching and Learning: Analysis of Evaluation Findings from
Programs for Mathematics and Science Teachers in 14 states. Washington: Council
of Chief State School Officers.
Burke, B. M. (2013). Experiential Professional Development: A Model for Meaningful and Long-Lasting Change in Classrooms. Journal of Experiential
Clark, D. (2010). Transforming America’s Education through Innovation and Technology. The Aspen Institute. Vol. 25.
Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher Professional Development for Improving Quality of Teaching. Springer Science+Business Media Dordrecht.
DeMonte, J. (2013). High-quality professional development for teachers: supporting teacher training to improve student learning. Washington: Center for American Progress.
Everett, J. (2008). Sustainability in higher education Implications for the disciplines. Theory and Research in Education. Vol 6(2), 237–251.
Galician, M. L. (2004). Introduction: High Time for“Dis-illusioning” Ourselves and Our Media. American Behavioral Scientist. Vol. 48(1).
Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K., & League, M. B. (2018). Prime Online: Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms. Teacher Education and Special Education. Vol. 41(2) 121–139.
Grimmett, H. (2014). The Practice of Teachers’ Professional Development: A Cultural-Historical Approach. Netherlands: Sense Publishers. Education. 36(3) 247–263.
Gökmenoğlu, T. & Clark, C. M. (2015). Teachers’ evaluation of professional development in support of national reforms. Issues in Educational Research. 25(4), 442-459.
Hammond, L. D., Hyler, M. E., Espinoza, D., Espinoza, D. & Gardner, M, (2017). Effective Teacher Professional Development. Washington: leading policy institute.
Hensley, N., (2018). Transforming higher education through trickster-style teaching. Journal of Cleaner Production.
Higgins, S., Xiao, Z. & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Durham University
Jerald, B. D. (2009). Defining a 21st century education. Center for Public Education
Jesa, M., & Nisha, E.V., (2017). Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala: A Research Report. Higher Education for the Future
(1) 4–11.
Johnson, B., & Onwuegbuzie, A., J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, Vol. 33, No. 7 (Oct), pp. 14-26.
Klein, E. J., & Riordan, M. (2011). Wearing the “Student Hat”: Experiential Professional Development in Expeditionary Learning Schools. Journal of Experiential Education. Vol. 34, No. 1.
Kozma, R.B. (2008). 21st Century Skills, Education & Competitiveness: a resource and policy guide. Partnership for 21st century skills. http://www.21stcenturyskills.org
Luthans,B. C., Luthans, K. W., & Avey, J. B., (2014). Building the Leaders of Tomorrow: The Development of Academic Psychological Capital. Journal of Leadership & Organizational Studies, Vol. 21(2) 191–199.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research. Vol. 81, No. 3, pp. 376–407.
Papadourakis, G. M. (2016). Special Focus: Preparing students for the 21st century workplace. Industry and Higher Education.Vol. 30(5) 313–314.
Partnership for 21st Century skills. (2007). Professional development: a 21st century skills implementation guide. Retrieved from http://www.p21.org/storage/documents/p21stateimp_professional_development.pdf
Partnership for 21st Century skills. (2009). P21 Framework Definitions. Retrieved from http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf
Postholm. M. B. (2012). Teachers’ professional development: a theoretical review.
Norwegian University of Science and Technology. Educational Research, 54:4, 405-429. Norway. DOI: 10.1080/00131881.2012.734725
Rena, R. & Namibia, W. (2010). Emerging Trends of Higher Education in Developing Countries.
Saavedra, A. R., & and Opfer, V. D. (2012). Learning 21st century skills requires 21st century teaching.
Schwerdt, S. K., Glock, S., & Böhmer, M. (2014). Teachers’ Professional Development: Assessment, Training, and Learning. Netherlands: Sense Publishers.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.
UNESCO (2003). Teacher professional development: an international review of the literature.
Wu, B., Hu, Y., Gu, X., & Lim, C. P. (2016). Professional Development of New Higher Education Teachers With Information and Communication Technology in Shanghai: A Kirkpatrick’s Evaluation Approach. Journal of Educational Computing Research. Vol. 54(4) 531–562.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Institution of education science.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 XiaoYao Yue
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
