A study of
Professional Development for Teachers of ...... School in Myanmar
The world in all regions, in the social, cultural, economic, political and
educational aspects due to the diffusion of information and the different
aspects of knowledge that link all countries around the world through the fast
and effective use of modern information technology, has significantly changed.
For teaching and learning has risen as an urgent education issue. Having had questions
regarding teachers’ education and professional development have been addressed.
The most important element is to increases the development of human resource
and knowledge and skills that is necessary to develop a country in which the
major role is to participate in education management to accelerate for the
improvement of necessary skills: thinking skills, professional skills, ability
to solve the problems both individual and social. If there is a strong
foundation in education, economic growth and social progress will be quite
sure. Education is an important tool in
developing a country.
It is
needless to say that any countries with the high literacy has better
opportunities of development and has higher chance to succeed in the future.
Looking back to the past and the current over-all image, Myanmar’s education
has failed to respond to developments in terms of international standards.
Therefore, a major strategy for change such as education reform to enhance
people’s attitude toward education should be taking into consideration as a
very important element. These strategies should bring out with the great desire
to learn in the classroom in a delightful atmosphere, with wisdom, intellect,
the ability to solve the problems and to make sure the judgment of what is best
for themselves and society.
In many
countries, the role and functioning of schools are chaining and so is what is
expected of teachers. Teachers are asked to teach in increasingly multicultural
classrooms; to place greater emphasis on integrating students with special
learning needs in their classroom; to make more effective use of information
and communication technologies for teaching; to engage in planning within
evaluate and accountability framework; and to do more involve parents schools.
No matter
how good pre-service training for teachers is, it cannot be expected to prepare
teachers for all the challenges they will face throughout their careers.
Education systems therefore seek to provide teachers with opportunities for
in-service professional development in order to maintain a high standard of
teaching and to retain a high-quality teacher workforce.
Effective
professional development is on-going process that includes training, practice
and feedback, and provides adequate time and follow-up support. Successful
programmes involve teachers in learning activities that are similar to ones
they will use with their students, and encourage the development of teachers’
learning communities. There is growing interest in developing schools as
learning organizations, and in ways for teachers to share their expertise and
experienced systematically.
The
development of teachers beyond their initial training can serve a number of
objectives including:
• To update individuals’ knowledge of a subject I light of
recent advance in the area;
• To update individual’s skills , attitudes and approaches in
light of the development of new teaching techniques and objectives, new
circumstances and new educational research;
• To enable individuals to apply changes made to curricula or
other aspects of teaching practices;
•To enable schools to develop and apply new strategies
concerning the curriculum and other aspects of teaching practice;
• To exchange information and expertise among teachers and
others. e.g academics, individualists; and
•To help weaker teachers become more effective.
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