Page 66 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 66
8). Until the early 1970s, learning opportunities for educators were
mainly referred to as “in-service education” and university courses and
seminars were largely being referred to (Joyce & Calhoun, 2010). TALIS
(OECD, 2009; 2014) confirms these traditional methods are still predomi-
nant. Traditionally, educators have had a fairly narrow view of professional
development and regarded (or still do) professional development as special
events that are restricted to several isolated days. Contributing to this nar-
row view are policies that require educators to accumulate a certain num-
ber of professional development hours or credits each year (Guskey, 2000).
Super (1984) was among the first researchers on professional development
to define the term in a slightly broader way as developing a concept of pro-
fessional self through several stages, albeit he focused on initial training
during adolescence and early adulthood.
However, by the end of the 20th century the concept of educators’ pro-
fessional development has developed considerably. Day’s (1999) definition
of CPD encompasses all behaviours intended to bring about changes in the
classroom:
Professional development consists of all natural learning experiences
and those conscious and planned activities which are intended to be of di-
rect or indirect benefit to the individual, group or school, which contribute,
through these, to the quality of education in the classroom. It is the process
by which, alone and with others, teachers review, renew and extend their
commitment as change agents to the moral purpose of teaching; and by
which they acquire and develop critically the knowledge, skills and emo-
tional intelligence essential to good professional thinking, planning and
practice with children, young people and colleagues throughout each phase
of their teaching lives (Day, 1999, p. 4).
Day and Sachs (2004) unified the definition of CPD as a term used to
describe all activities in which teachers/educators engage during the course
of a career that are designed to enhance their work. Guskey (2000) also de-
fined professional development as those processes and activities designed
to enhance the professional knowledge, skills and attitudes of educators so
that they might, in turn, improve the learning and well-being of students.
He also defined the characteristics of professional development as an inten-
tional, ongoing and systematic process.
In the international TALIS survey, the OECD (2009, 2010) defined
professional development as a system of activities for developing an indi-
vidual’s skills, knowledge, expertise and other characteristics as a teacher,
66
mainly referred to as “in-service education” and university courses and
seminars were largely being referred to (Joyce & Calhoun, 2010). TALIS
(OECD, 2009; 2014) confirms these traditional methods are still predomi-
nant. Traditionally, educators have had a fairly narrow view of professional
development and regarded (or still do) professional development as special
events that are restricted to several isolated days. Contributing to this nar-
row view are policies that require educators to accumulate a certain num-
ber of professional development hours or credits each year (Guskey, 2000).
Super (1984) was among the first researchers on professional development
to define the term in a slightly broader way as developing a concept of pro-
fessional self through several stages, albeit he focused on initial training
during adolescence and early adulthood.
However, by the end of the 20th century the concept of educators’ pro-
fessional development has developed considerably. Day’s (1999) definition
of CPD encompasses all behaviours intended to bring about changes in the
classroom:
Professional development consists of all natural learning experiences
and those conscious and planned activities which are intended to be of di-
rect or indirect benefit to the individual, group or school, which contribute,
through these, to the quality of education in the classroom. It is the process
by which, alone and with others, teachers review, renew and extend their
commitment as change agents to the moral purpose of teaching; and by
which they acquire and develop critically the knowledge, skills and emo-
tional intelligence essential to good professional thinking, planning and
practice with children, young people and colleagues throughout each phase
of their teaching lives (Day, 1999, p. 4).
Day and Sachs (2004) unified the definition of CPD as a term used to
describe all activities in which teachers/educators engage during the course
of a career that are designed to enhance their work. Guskey (2000) also de-
fined professional development as those processes and activities designed
to enhance the professional knowledge, skills and attitudes of educators so
that they might, in turn, improve the learning and well-being of students.
He also defined the characteristics of professional development as an inten-
tional, ongoing and systematic process.
In the international TALIS survey, the OECD (2009, 2010) defined
professional development as a system of activities for developing an indi-
vidual’s skills, knowledge, expertise and other characteristics as a teacher,
66
