Identifikimi i nevojave të mësimdhënësve për zhvillim profesional
DOI:
https://doi.org/10.62928/kp.v3i.6013Abstract
Zhvillimi profesional i dedikohet përmirësimit të punës praktike të mësimdhënësve dhe ngritjes së cilësisë. Përgatitja e duhur dhe profesionalizmi i mësimdhënësve dëshmohen në të arriturat apo performancën e nxënësve. Prandaj, mësimdhënësit duhet të jenë në hap me zhvillimet, ndryshimet dhe nevojat e nxënësve. Qëllimi i këtij hulumtimi është identifikimi i gjendjes aktuale dhe i nevojave të punonjësve arsimorë për zhvillim profesional, si dhe mundësitë e ofruara nga institucionet arsimore.
Për kryerjen e këtij studimi është përdorur metoda e përzier hulumtuese dhe është analizuar ndërlidhja në mes të kërkesave të mësimdhënësve dhe qasjen ofertuese të MAShT-it, DKA ve apo IEAP-ve për përkrahje të ZhPM-së. Identifikimi i nevojave për ZhPM është bërë përmes pyetësorit. Në hulumtim kanë marrë pjesë 30 mësimdhënës të ShFMU “Pjetër Budi”, Pejë. Gjatë analizës, fillimisht janë identifikuar fushat, të cilat mësimdhënësit do t’i paraqesin si parësore në zhvillimin e tyre profesional, pastaj është bërë krahasimi i ndërlidhjes së ofertës dhe kërkesës për trajnime.
Rezultatet tregojnë se në radhë të parë institucionet përkatëse nuk posedojnë informacione rreth nevojave të ZhPM-së dhe si rrjedhojë trajnimet e ofruara nuk i plotësojnë mjaftueshëm kërkesat e mësimdhënësve për zhvillim profesional. Po ashtu, në bazë të rezultateve, vërehet edhe mungesë e implementimit të ZhPM-së me bazë në shkollë.
Ky studim nxjerr rekomandime me rëndësi, të cilat ndërlidhen me identifikimin e nevojave autentike që shërbejnë në hartimin e Planit Zhvillimor të Shkollës. Po ashtu, këto rekomandime do të shërbejnë si pikënisje e orientimit të politikave komunale dhe qendrore për përmbushjen e kërkesave të mësimdhënësve për zhvillim profesional.
Keywords:
zhvillim profesional, mësimdhënësit, identifikim i nevojave, ngritje e cilësisë, institucionet arsimore.Downloads
References
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Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), pp.10-20
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Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey Bass Publishers.
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Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher Professional Development in Singapore: Depicting the Landscape. Psychology, Society, & Education, 7(3). 311-326
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Bayar, A. (2014). The Components of Effective Professional Development Activities in Terms of Teachers' Perspective. International Online Journal of Educational Sciences 6(2), p319-327.
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Bryk, A., Camburn, E., & Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
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Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher Professional Development for Improving Quality of Teaching. Springer Dordrecht
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Heidelberg New York London
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Floden, R.E., Goertz, M.E., & O'Day, J. (1995). Capacity building in systemic reform. Phi Delta Kappan, 77, 19-21.
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Goh, C. T. (1997). Speech by Prime Minister Goh Chok Tong at the opening of the 7th International Conference on Thinking”, Monday, June 2, 1997, at 9.00 am at the Suntec City Convention Centre Ballroom. Marrë nga http://www.moe.gov.sg/media/speeches/1997/020697.htm. (30.01.2024)
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Gokmenoglu, T., Clark, C., & Kiraz, E. (2016). Professional Development Needs of Turkish Teachers in an Era of National Reforms. Australian Journal of Teacher Education, 41(1), 113-125.
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GUSKEY, T. R. (1986) Staff development and the process of teacher change, Educational Researcher, 15(5), pp. 5-12
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Guskey, T. R. (2000). Evaluating Professional Development. United Kingdom: SAGE Publications.
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Hairon, S., & Dimmock, C. (2011). Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424.
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Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning, Teachers and Teaching, 6(2), 151-182, http://dx.doi.org/10.1080/713698714
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Hassel, E. (1999). Professional Development: Learning from the best. North Central Regional Educational Laboratory. Oak Brook, IL. Jyrhämä, R., & Maaranen, K. (2012). Research-orientation in a teacher’s work. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 97–110). Rotterdam, NL: Sense Publishers.
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Karlberg, M. & Bezzina, Ch. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sëeden. Professional Development in Education, 48(4), 624–641 https://doi.org/10.1080/19415257.2020.1712451
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Kendusi, V. (2018). Aftësimi profesional i mësimdhënësve për zbatimin e metodologjive bashkëkohore të mësimdhënies (Rasti i Gjakovës). [Tezë doktorate, Universiteti i Tiranës]. Marrë nga https://uet.edu.al/ëpcontent/uploads/2019/06/Venera-Kendusi-02-2019.pdf (22.02.2024).
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Lieberman, A., & Wood, D. (2002). From network learning to classroom teaching. Journal of Educational Change, 3, 315-337.
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Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2),
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Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2016), Kuadri për Sigurimin e Cilësisë së Performancës së Shkollave.
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Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2017). Korniza Strategjike për Zhvillimin e Mësimdhënësve në Kosovë https://masht.rksgov.net/uploads/2017/04/kornizë-strategjike.pdf
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Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2022). Udhëzues për Zbatim të Zhvillimit Profesional të Mësimdhënësve me Bazë në Shkollë
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file:///C:/Users/hp/Desktop/udhezues-per-zhpmbsh_1.pdf
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Niemi, H. & Jakku-Sihvonen, R. (2006). Research-based teacher education. In R. Jakku Sihvonen, & H. Niemi (Eds.), Research-based teacher education in Finland.
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Niemi, H. (2015). Teacher Professional Development in Finland: Towards a More Holistic Approach. Psychology, Society, & Education, 7(3). 279-294
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OECD (2009). Creating Effective Teaching and Learning Environments: First results fromTALIS. Paris: OECD.
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Scheerens, J. (2010). Teachers’ professional development: Europe in international comparison. An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: EU.
-
Stein, M. K., Smith, M. S., & Silver, E. (1999). The development of professional developers: Learning to assist teachers in neë settings in new
-
ways. Harvard educational revieë, 69(3), 237-270.
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Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.
-
Wong, K. Y. (2013). Diverse pathëays for life-long teacher professional development. Paper presented at the International Science, Mathematics and Technology Education Conference (ISMTEC 2013), Bangkok, Thailand.
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), pp.10-20
Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey Bass Publishers.
Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher Professional Development in Singapore: Depicting the Landscape. Psychology, Society, & Education, 7(3). 311-326
Bayar, A. (2014). The Components of Effective Professional Development Activities in Terms of Teachers' Perspective. International Online Journal of Educational Sciences 6(2), p319-327.
Bryk, A., Camburn, E., & Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher Professional Development for Improving Quality of Teaching. Springer Dordrecht
Heidelberg New York London
Floden, R.E., Goertz, M.E., & O'Day, J. (1995). Capacity building in systemic reform. Phi Delta Kappan, 77, 19-21.
FULLAN, M. G. & MILES, M. B. (1992) Getting reform right: ëhat ëorks and ëhat doesn’t, Phi Delta Kappan, 73(10), pp. 745-752
Goh, C. T. (1997). Speech by Prime Minister Goh Chok Tong at the opening of the 7th International Conference on Thinking”, Monday, June 2, 1997, at 9.00 am at the Suntec City Convention Centre Ballroom. Marrë nga http://www.moe.gov.sg/media/speeches/1997/020697.htm. (30.01.2024)
Gokmenoglu, T., Clark, C., & Kiraz, E. (2016). Professional Development Needs of Turkish Teachers in an Era of National Reforms. Australian Journal of Teacher Education, 41(1), 113-125.
GUSKEY, T. R. (1986) Staff development and the process of teacher change, Educational Researcher, 15(5), pp. 5-12
Guskey, T. R. (2000). Evaluating Professional Development. United Kingdom: SAGE Publications.
Hairon, S., & Dimmock, C. (2011). Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424.
Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning, Teachers and Teaching, 6(2), 151-182, http://dx.doi.org/10.1080/713698714
Hassel, E. (1999). Professional Development: Learning from the best. North Central Regional Educational Laboratory. Oak Brook, IL. Jyrhämä, R., & Maaranen, K. (2012). Research-orientation in a teacher’s work. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 97–110). Rotterdam, NL: Sense Publishers.
Karlberg, M. & Bezzina, Ch. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sëeden. Professional Development in Education, 48(4), 624–641 https://doi.org/10.1080/19415257.2020.1712451
Kendusi, V. (2018). Aftësimi profesional i mësimdhënësve për zbatimin e metodologjive bashkëkohore të mësimdhënies (Rasti i Gjakovës). [Tezë doktorate, Universiteti i Tiranës]. Marrë nga https://uet.edu.al/ëpcontent/uploads/2019/06/Venera-Kendusi-02-2019.pdf (22.02.2024).
Lieberman, A., & Wood, D. (2002). From network learning to classroom teaching. Journal of Educational Change, 3, 315-337.
Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2),
–151. https://doi.org/10.3102/01623737015002129
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2016), Kuadri për Sigurimin e Cilësisë së Performancës së Shkollave.
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2017). Korniza Strategjike për Zhvillimin e Mësimdhënësve në Kosovë https://masht.rksgov.net/uploads/2017/04/kornizë-strategjike.pdf
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (2022). Udhëzues për Zbatim të Zhvillimit Profesional të Mësimdhënësve me Bazë në Shkollë
file:///C:/Users/hp/Desktop/udhezues-per-zhpmbsh_1.pdf
Niemi, H. & Jakku-Sihvonen, R. (2006). Research-based teacher education. In R. Jakku Sihvonen, & H. Niemi (Eds.), Research-based teacher education in Finland.
Niemi, H. (2015). Teacher Professional Development in Finland: Towards a More Holistic Approach. Psychology, Society, & Education, 7(3). 279-294
OECD (2009). Creating Effective Teaching and Learning Environments: First results fromTALIS. Paris: OECD.
Scheerens, J. (2010). Teachers’ professional development: Europe in international comparison. An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: EU.
Stein, M. K., Smith, M. S., & Silver, E. (1999). The development of professional developers: Learning to assist teachers in neë settings in new
ways. Harvard educational revieë, 69(3), 237-270.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.
Wong, K. Y. (2013). Diverse pathëays for life-long teacher professional development. Paper presented at the International Science, Mathematics and Technology Education Conference (ISMTEC 2013), Bangkok, Thailand.
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