.

2. Professional Development of
Teachers

3. Who is professional?
• Profession is derived from the word
“profiteor” meaning to profess.
• The connotation here is that a
professional is a person who possesses
knowledge of something and has a
commitment to a particular set of values
both of which are generally well accepted
characteristics of professions.

4. Meaning of professional development
• “The process of improving staff skills and
competencies needed to produce outstanding
educational results for students”.
• When people use the term “professional development,”
they usually mean a (Narrow meaning)
• Formal process such as a conference, seminar, or
workshop; collaborative learning among members of a
work team; a course at a college or university {Regular
and distance mode}

5. • However, professional development can also occur in
informal contexts such as
• discussions among work colleagues,
• independent reading and research,
• observations of a colleague’s work,
• other learning from a peer

6. Qualities of professional teachers
• The ability to develop relationships with their
students
• Patient, caring, and kind personality
• Knowledge of learners
• Dedication to teaching
• Engaging students in learning
• Technologically enabled
• Life long learner

7. Principles of professionalismin teaching
National Board for Professional Teaching Standards (NBPTS, 2007,10)
1. Principle of promoting growth
2. Principle of appropriate instruction
3. Principle of personal responsibility for professional
growth
4. Principle of being leaders in the profession
5. Principle of Upholding Personal and Professional
Ethics
6. Principle of Support for Professional Teachers

8. Professional Ethics

9. Professional Ethics include….
• Honesty.
• Integrity.
• Transparency.
• Accountability.
• Confidentiality.
• Objectivity.
• Respect.
• Obedience to the law.
• Loyalty

10. Professional ethics of teachers
1. Students Matter Most
- Teachers must model strong character traits, such as
perseverance, honesty, respect, lawfulness, patience,
fairness, responsibility and unity.
- As a teacher, you must treat every student with
kindness, equality and respect, without showing
favoritism, prejudice or partiality.
- You must maintain confidentiality unless a situation
warrants involvement from parents, school
administration or law enforcement, and never use
relationships with students for personal gain.

11. Commitment to the Job
• Teachers must wholly commit to the teaching
profession. Your classroom should promote safety,
security and acceptance, always avoiding any form of
bullying, hostility, dishonesty, neglect or offensive
conduct.
• Teacher must fulfill all contracts; obey school policies;
and account for all funds and resources at your
disposal.
• It's your responsibility to design lesson plans to meet
state standards and create a well-rounded education
plan that appeals to a wide range of learners.

12. Keep Learning
• A professional code of conduct demands
attentiveness to continuing education
requirements and career development.
• You must research new teaching methods, attend
conferences, workshops and stay up to date on
technical advancements for the classroom.
• It's your duty to ensure that your teaching
methods are fresh, relevant and comprehensive.
Teachers must engage in educational research to
continuously improve their teaching strategies.

13. Healthy Relationships Top the List
• In addition to fostering healthy relationships with
students, teachers must build strong relationships with
parents, school staff, colleagues in the community,
guidance counselors and administrators.
• You must never discuss private information about
colleagues unless disclosure is required by law. Always
avoid gossip, including false comments about
coworkers.
• Part of the code of ethics requires you to cooperate
with fellow teachers, parents and administrators to
create an atmosphere that's conducive to learning.

14. ICT integration in Teacher Education
• UNESCO’s planning guide for Information and
Communication Technology (ICT) in teacher
education cites three key principles for effective
ICT integration in teacher education
1. The first principle is that technology should be
infused into the entire teacher education
programme. This principle means that ICT
should not be restricted to a single course but
needs to permeate all courses in the programme

15. 2. The second principle is that technology should be
introduced in context. According to this principle,
particular ICT applications like word processing,
databases, spreadsheets and telecommunications should
not be taught as separate topics but rather encountered
as the need arises in all courses of the teacher education
programme.
3. The third of the key principles is that students should
experience innovative technology supported learning
environments in their teacher education programme.

16. • This last principle requires that students should
see their lecturers engaging in technology to
present their subjects, for example, utilizing
PowerPoint or simulations in lectures and
demonstrations. Students should also have the
opportunity to use such applications in practical
classes, seminars and assignments.
• The application of these three principles will go a
good way towards effectively integrating ICT in
teacher education.

17. Role of ICT in 21st Century’s Teacher
Education
• ICT helps teachers to interact with students.
• It helps in improve Teaching skill, helps in innovative
Teaching
• It helps in effectiveness of classroom teaching
• ICT used as an “assisting tool” for example while
making assignments, communicating, collecting data &
documentation, and conducting research.
• ICT is plays an important role in student evaluation.
• ICT is store house of educational institution because all
educational information can safely store through ICT.

18. • ICT helps Teacher to pass information to
students within a very little time.
• ICT helps Teacher to motivate students and
growing interest in learning
• ICT has reduced the gap between the real and
virtual.

19. Innovations in Teacher Education
• Audio-visual (AV) supplements (Use of ICT)
• Constructivism and Teacher Education
• Blended-Learning and Teacher Education
• Team Teaching

20. Constructivism and Teacher Education
• Constructivist approach teaching methods are
based on constructivist learning theory. The origin
of this approach in the philosophies of Immanuel
Kant, George Berkeley, and Jean Piaget. There
prominent contribution of John Dewey is also
considerable here, such as his works on action
research.
• The development of constructivist models of
teaching are specifically attributed to the works
of Maria Montessori

21. Constructivism and Teacher Education
• Constructivist learning is based on student’s active
participation in problem-solving and critical thinking
regarding a learning activity.
• Students construct their own knowledge by trying
ideas and approaches based on their preceding
knowledge and experience, applying them to new
situations and assimilating new knowledge gained with
pre-existing intellectual constructs.
In Pre service (constructivist lesson plans – 5E approach)
In In service (Constructivist pedagogies- cooperative
learning, collaborative learning, Peer learning etc.

22. Blended-Learning and Teacher
Education
• Blended-learning usually describes learning
that combines traditional teaching and
learning methodologies with information and
communication technologies.
• Flip classroom
This technique, to put simply, is to roll the
responsibility of learning towards the students
and make them active participants of the
learning process.

23. • B-schools like SP Jain Institute of Management
and Research (SPJIMR) and Indian School of
Business (ISB) are some of the pioneers of flip
classroom in India.
• Here, teachers relegate to the role of resource
or material providers via email or intranet,
whereas students take the centre stage of
gathering concepts, constructing knowledge,
and drawing inferences.