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Teacher´S Professional Development Programs Essay

681 words - 3 pages

During the past decade, a considerable body of literature has emerged on professional development, quality improvement of teacher education programs, teacher learning, and teacher change. The research literature contains a mix of large- and small-scale studies, including intensive case studies of classroom teaching, evaluations of specific approaches to improving teaching and learning, and surveys of teachers about their pre-service preparation and in-service professional development experiences.
Some influential researches on teachers' professional development in Iran has been done by Sarkar Arani and Matoba (2005), Sarkar Arani (2006), Sarkar Arani and Matoba (2006), and Sarkar Arani, ...view middle of the document...

To define Jugyou Kenkyu more practically, Sarkar Arani (2006) pointed out the most important features of Jugyou Kenkyu as collaborative planning, doing and reflecting. Through Jugyou Kenkyu all teachers actively participate and share their experiences. Thus, for effective Jugyou Kenkyu to take place it is necessary to create a cooperative occupational culture through collaborative participation (Sarkar Arani, 2006). Moreover, it can be thought of as a means of action research.
Sarkar Arani and Matoba (2005) believed that "lesson study" brings an alternative perspective and opportunity on teachers’ professional development, thus they tried to transfer it to educational system context in Iran. They delivered lesson study as a project with the title of "Enrichment School Project" in 38 elementary schools in Tehran. They showed evidence of how Iranian teachers learned during lesson study, for the first time, can learn from their classroom and collaborative activities. They recognized that they can learn from each other more in detail and in a more useful way, especially, through self-reflection and group-reflection on their practices. Finally, Sarkar Arani and Matoba (2005) asserted that Japanese teachers view...

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