Towards Improvements in Teachers Teachers’ Professional Development Through the Reflective Learning Scenario - A case Study of Somalia. Background Teachers professional development has attracted more attention in the last few decades within policymakers, practitioners and researchers, knowing that the fact that the teachers in the reform of the education system put new requirements and new standards of quality. The term "professional development" usually means increasing teachers’ awareness
Reflective writing on pressure sores Pressure sore also known as pressure ulcers or bed sores, it defines as areas of localised skin impairment resulting from underlying tissue damage caused by excess pressure averting blood circulation and causing a lack of oxygen and nutrients to tissue cells whereby tissue cells die and pressure damage is triggered. They can develop anywhere on the body, but are common to areas that have little body fats; like heels, buttocks, hips and lower back. Now I’m going
form of diary keeping involves a collaboration by a group of teachers in writing journals (Richards, 1995; Xu, 2009). Collaborative diary keeping has been found to be instrumental in developing a critical reflection on teaching (Xu, 2009). Studies conducted on collaborative diary keeping have associated the same practice with several benefits to self-development among second language teachers (Orem, 2001; Richards, 1995; Xu, 2009). Firstly, the awareness of classroom process and a deep consideration
feedback Constructive feedback contributes to the assessment process by helping to get the learner involved in the assessment process and makes the requirements of the assessment process more clear. This helps the learner take responsibility for the learning process. Constructive feedback to learners after assessment should be given as soon as possible after the assessment. It should be given in a quiet and private place. This should also be recorded in a written format for future reference. Steps for
Professional supervision in social care This piece of work will focus on professional supervision in social care practice. I will examine it in a national and international context; discuss its significance and how to develop a supervision document. Lastly, I will share my own experience regarding placement supervision. Supervision as we know it today originates from the 19th century. It started with the Charity Organization Society in the U.S. There are very few references known before 1920. These
Instead of zooming in on grades, ipsative feedback focuses on intrinsic motivation to progress. With the accruing number of studies regarding the importance of formative feedback, little or no consideration is given to ipsative feedback. This is due because feedback here is correlated only to external criteria and standards and not learners’ progress. Interestingly, ipsative feedback
In Learner-Centered Assessment on College Campuses (Huba & Freed, 2000) show a strong connection between assessments, learning, and effective teaching. Here, the students: • Are properly associated and receive the feedback required • Use their experience in problems • Incorporate their experience and general skills • Recognise the importance of excellent work • Become sophisticated learners • Accept the provided guidance for improvement • Forward their opinions • Value descriptive feedback as an
The ‘optimal mix of professional development processes may then be consistent with Roberts’(1998) view in that the professional development programmes should allow for teachers’ individual differences and their sense of own learning needs. 2.5 TEACHER EDUCATION vis - a- vis TEACHER TRAINING A distinction can be made in training and education on the basis of the following two criteria: 1. The degree of specificity of objectives, and (b) minimizing vs. maximizing
excellent rapport, communication skills and ability to mix with children effortlessly which pave the way for me to work with children of different aptitude and skills. I also possess the ability to motivate and inspire the children with the love of learning by creating a happy, safe and nurturing environment that will ensure achievement; the will to try new techniques that could help students improve their skills and the ability to create an effective and engaging student centred teaching and planning
taught in schools as the way scientists do science, and thus, science is commonly thought of as a systematic progression of steps lacking any creativity or imagination. However, the process of science is complicated, unpredictable, and exhilarating. Developing scientific knowledge through inferences and theories requires substantial amounts of creativity from scientists. In fact, creativity pervades an entire scientific investigation, from generating a question to creating a research design to analyzing