THE CHILD-CENTERED PARADIGM AND ITS IMPLICATIONS FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD TEACHERS by Horațiu CATALANO, Ana RUS, Gabriela MESTIC, Andreea-Ionela DOHOTARU

“…There was also a positive correlation between teachers' experience and continuous professional development. …”
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Professional Development and Science Teacher Effectiveness in Africa: A Study of South Western Uganda. by Sekiwu, Denis, Edoru, John Michael, Mwesigye, Seriano

“…Teacher Professional Development (TPD) has long been a factor in revolutionizing the quality of science education in Africa. …”
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The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning by Xiaoying Yang

“…At the same time, it can play an important and positive role in the continuous improvement of teachers and the innovation and development of classroom teaching. …”
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METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF VOCATIONAL TEACHER EDUCATION) by E. M. Dorozhkin, E. F. Zeer

“…The reflection of scientific-theoretical bases of this education led the authors to the analysis and designing (formation) of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. …”
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Designing a professional development model for technical teachers in order to teach entrepreneurship in technical schools by hosein hasankhani, Niloufar Mortazanejad, maryam sameri

“…Sims (2023) under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. …”
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The impact of physical exercise on primary school teachers’ professional ethics: the mediating role of self-control by Chu Kequn, Yang Xiuqing, Zhang Tinghui

“…BackgroundPhysical exercise has been shown to positively impact psychological and behavioral outcomes, yet its influence on professional ethics in educators remains underexplored. …”
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The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills by Negar Moslemi, Parya Habibi

“…The findings in the present study demonstrate that there was a strong positive relationship of the EFL teachers’ professional identity between their self-efficacy and their critical thinking skills. …”
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The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills by Negar Moslemi, Parya Habibi

“…The findings in the present study demonstrate that there was a strong positive relationship of the EFL teachers’ professional identity between their self-efficacy and their critical thinking skills. …”
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Socially-determined factors of positive transformation of the professional and labor self-concept of persons with musculosketal disorders by E. V. Istomina

“…It has been revealed that in the group of students characterized by positive changes in professional and personal development during education and professional training, the transition of maladaptive forms of professional and labor self-concept into adaptive ones that allow them to achieve success in professional development, the majority of them are those who have an extensive network of social contacts, including friends with disabilities, classmates, and other people without any disabilities, teachers, and professors who give them the opportunity to develop their professional self-concept. …”
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Improving Teacher Professional Commitment Through Empowerment, Compensation, and Self-Efficacy: A Correlation Study with SITOREM Analysis on Private Junior High School Teachers in... by Nurul Wahidah, Yuyun Elizabeth Patras, Ikhsan Ikhsan

“…The study showed that the research positively influenced empowerment (X1) with teacher innovation. (2) Then, the research hypothesis is that there is a positive influence of compensation on teacher professional commitment; (3) Based on the research hypothesis, there is a positive influence of self-efficacy on the commitment of the teacher profession; (4) Based on the research hypothesis, there is a positive influence of empowerment and compensation on teacher professional commitment; (5) Based on the research hypothesis, there is a positive influence of empowerment and self-efficacy on professional commitment; (6) Based on the research hypothesis, there is a positive influence of compensation and self-efficacy on teacher professional commitment; and (7) Based on the research hypothesis, there is a positive influence of empowerment, compensation, and self-efficacy together on teacher professional commitment. …”
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The impact of hidden curriculum factors on professional adaptability by Danial Behmanesh, Shahram Jalilian, Akbar Babaei Heydarabadi, Mehrnaz Ahmadi, Nasrin Khajeali

“…Results Critical thinking showed the highest correlation with professional adaptability (r = 0.942, p < 0.001), followed by teaching methods (r = 0.874, p < 0.001). supportive environments (r = 0.809, p < 0.001) and Student–teacher interactions (r = 0.781, p < 0.001) also exhibited strong positive relationships. …”
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“Who Is That Teacher I See, Staring Straight Back At Me?”: Teachers’ Reflections on Their Engagement in Communities of Practice and Learning Spaces During the Pandemic by Junifer Abatayo

“…Thus, adding more foci in transforming positive psychology in developing teachers’ professional development during the pandemic. …”
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Teacher professional learning communities and children’s school readiness in China: the moderating role of supportive conditions and cooperative atmosphere by Jie Ren, Jie Ren, Yunjuan Mo, Yulong Zhang, Yuna Hou

“…IntroductionThis study examined whether teacher professional learning communities (PLCs) established through a collaborative effort between kindergarten and primary school teachers can effectively promote Chinese children’s school readiness and explore the policy conditions that stimulate such a facilitative effect.MethodsA total of 839 children and 67 teachers in kindergartens from Chongqing, China, participated in this study. …”
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Identités professionnelles des formateurs d’enseignants d’EPS en UFR STAPS lors de l’année de préparation au CAPEPS by Youcef Alanbagi, Ghislain Carlier, Jacques Mikulovic

“…Physical education and sport (PES) teachers’ training is historically marked by tensions between professional and academic guidance since the 1968’s creation of the STAPS spinneret and debates between theoretical and practical knowledge. …”
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PROFESSIOGRAM’S COMPONENTS FOR FUTURE TEACHER OF HEALTH STUDY by Vladimir V. Kolbanov

“…Results have revealed positive teachers relation to discussed problem in general. …”
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Facilitating reflection, confidence, and positive mirror effect in teacher practicum: a serial multiple mediation model by Wing W. Y. Ho, Yan H. Y. Lau, Eric K. L. Li

“…This implies that practicum experiences can contribute positively to reflective capacity and foster student teachers’ affective learning experiences, ultimately enhancing the overall professionalism of early childhood special education. …”
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Gameization of Educational Process in the Assessments of Students and Teachers by V. A. Sagaidak, A. L. Kuzevanova, A. N. Kapshuk

“…The authors’ recommendations on expanding the practice of gameization of educational process are related to methodological support and professional development of teachers in the context of modern gaming and digital educational technologies and resources, stimulating activities for the development and implementation of game-based courses, and the consolidation of game forms of classes in discipline programs.…”
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Professional Action Competence in Education for Sustainability Among Pre-service Physical Education Teachers: A Mixed Method Approach by Valérian Cece, Thomas Royet, Olivier Vors, Vanessa Lentillon-Kaestner

“…It is therefore important to investigate the professional action competence of future PE teachers to identify potential barriers to implementing EfS in PE. …”
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One More Time about the Age of Teachers in Russian Universities: Old Problems and New Trends by V. F. Pugach

“…It means this position is actually a “glass ceiling” for teachers in Russian higher education. …”
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. CONDITIONS AND DETERMINANTS OF THE ACADEMIC STAFF PROFESSIONAL DEVELOPMENT IN THE MODERN SCHOOL by S. L. Fomenko

“…The author denotes the main motives for academic staff development: moral and financial incentives for professional growth, new educational tasks, unsatisfactory social status of educational institution, etc; and identifies the complex of objective and subjective conditions positively affecting the given process. …”
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