@article {1554,
	title = {IDENTIFYING IMPLEMENTATION CHALLENGES FOR A NEW COMPUTER SCIENCE CURRICULUM IN RURAL WESTERN REGIONS OF THE UNITED STATES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {353-370},
	abstract = {Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula.  Uncovering what challenges U.S. schools in general{\textemdash}and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular{\textemdash}face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes.  In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum. },
	keywords = {computer science education, fidelity of implementation, professional development, STEM, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.353},
	url = {https://oaji.net/articles/2022/457-1651338527.pdf},
	author = {Astrid K Northrup, PE and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1582,
	title = {PROFESSIONAL DEVELOPMENT AND EFL TEACHERS{\textquoteright} PRACTICES IN ACTIVATING LEARNERS{\textquoteright} ACQUISITION OF 21ST CENTURY SKILLS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-678},
	abstract = {Teachers who teach English as a foreign language (EFL) should constantly develop their skills and knowledge by taking part in professional development programs (PDPs) which keep them aware of the most recent teaching trends. This mixed method study seeks to explore how PDPs influence EFL teachers{\textquoteright} teaching practices in activating 21st century skills, and therefore their students{\textquoteright} acquisition of these skills. It also examines the correlation between EFL teachers{\textquoteright} activation of 21st century skills and their students{\textquoteright} acquisition of these skills. The study used a sequential explanatory research design by utilizing questionnaires and semi-structured interviews. The results revealed that the two dimensions of 21st century skills that got the highest level of activation were the collaboration and communication skills. Furthermore, the results showed that the students acquire all 21st century skills with different levels of acquisition. Finally, the results showed that EFL teachers{\textquoteright} activation of 21st century skills had no significant direct correlation with students{\textquoteright} acquisition of these skills. These findings could provide insights on the area of PDPs that need to be researched more in different contexts. They also suggested that PDPs designers should incorporate all dimensions of 21st equally to be activated accurately by teachers in higher education institutions. },
	keywords = {21st century skills acquisition, 21st century skills activation, EFL learners, EFL teachers, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.652},
	url = {https://oaji.net/articles/2022/457-1667682669.pdf},
	author = {Alzahrani, M. A. and Nor, F. M.}
}
@article {1253,
	title = {PRINCIPALS{\textquoteright} ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {758-773},
	abstract = {Despite South Africa{\textquoteright}s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year.},
	keywords = {integrated quality management system, interpretive paradigm, professional development, training needs analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.758},
	url = {http://oaji.net/articles/2019/457-1575642686.pdf},
	author = {Millicent Ngema and Mapheleba Lekhetho}
}
@article {1238,
	title = {TEACHER EDUCATORS{\textquoteright} SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {584-597},
	abstract = {This research explores teacher educators{\textquoteright} self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators{\textquoteright} self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.  },
	keywords = {disability research, inclusive teaching, professional development, special educational needs, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.584},
	url = {http://oaji.net/articles/2019/457-1571384344.pdf},
	author = {Mona Holmqvist and Lotta Anderson and Lisa Hellstr{\"o}m}
}
@article {1010,
	title = {AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS{\textquoteright} SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59{\textendash}73},
	abstract = {Twenty-three pre-collegiate educators of elementary students (ages 5-10 years) and secondary students (ages 11-18 years) attended a two-week science, technology, engineering, and mathematics (STEM) astronomy focused professional development in the summer of 2015 with activities focused on authentic science experiences, inquiry, and partnership building. {\textquoteleft}Authentic{\textquoteright} in this research refers to scientific skills and are defined. The study explores the authentic science education experience of the pre-collegiate educators, detailing the components of authentic science as seen through a social constructionism lens. Using qualitative and quantitative methods, the researchers analyzed the successes and challenges of pre-collegiate science and mathematics educators when immersed in STEM and astronomy authentic science practices, the educators{\textquoteright} perceptions before and after the authentic science practices, and the educators{\textquoteright} performance on pre to post content tests during the authentic science practices. Findings show that the educators were initially engaged, then disengaged, and then finally re-engaged with the authentic experience. Qualitative responses are shared, as are the significant results of the quantitative pre to post content learning scores of the educators. Conclusions include the necessity for PD team delivery of detailed explanations to the participants - before, during, and after {\textendash} for the entire authentic science experience and partnership building processes. Furthermore, expert structure and support is vital for participant research question generation, data collection, and data analysis (successes, failures, and reattempts). Overall, in order to include authentic science in pre-collegiate classrooms, elementary and secondary educators need experience, instruction, scaffolding, and continued support with the STEM processes.},
	keywords = {astronomy outreach, authentic science, inquiry activities, partnership building, professional development, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.59},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203605},
	author = {Andrea   C. Burrows and Michael A. DiPompeo and Adam D. Myers and Ryan C. Hickox and Mike   Borowczak and Debbie A. French and Andria C. Schwortz}
}
@article {1028,
	title = {ETHICAL DIMENSIONS WHEN INTERVENING IN CLASSROOM RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-26},
	abstract = {There is an increasing amount of educational research that aims at intervening in classroom teaching and learning practices, partly as a response to {\textquotedblleft}what works{\textquotedblright} in education. However, few researchers ask the fundamental question of who actually {\textquotedblleft}owns{\textquotedblright} the interventions, and not the least which ethical dimensions arise from intervening in classrooms. The present research investigates these two questions and relates them to the role of the researcher in formative intervention research, and by relating ethical dimensions to ethics of principles, consequences, relations and virtues. It suggests that interventionist researchers need to develop their reflexive sensitivity, both epistemologically and methodologically when they conduct formative interventions in classrooms, and that the idea of intervening requires different responses depending on the type of ethics that is applied. Interventionist researchers need to be more humble, more open to new ideas and changes in their original plans, and more able to share their contributions with the field of education compared to descriptive research designs. Also, they need to question the very idea of intervening in classrooms, legitimize it and reflect on it with ethical dimensions in mind. },
	keywords = {formative interventions, intervention research, professional development, research ethics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.16},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224696},
	author = {Tony Burner}
}
@article {1007,
	title = {PHYSICAL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21{\textendash}33 },
	abstract = {Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers{\textquoteright} perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.},
	keywords = {content knowledge, pedagogic content knowledge, physical science teachers, professional development, teacher beliefs, teacher confidence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.21},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203601},
	author = {Sarah Bansilal and Angela James}
}
@article {973,
	title = {THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS{\textquoteright} TPACK: A STUDY FROM ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-28},
	abstract = {Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers{\textquoteright} TPACK (Graham et al., 2009; Guzey \& Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer \& Grandgenett, 2012; Koh \& Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers{\textquoteright} TPACK. The key questions for this research were: how do teachers{\textquoteright} perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers{\textquoteright} TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers{\textquoteright} self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers{\textquoteright} TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey.},
	keywords = {ICT, in-service teachers, professional development, TPACK},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.18},
	url = {http://oaji.net/articles/2015/457-1441441936.pdf},
	author = {Piret   Lehiste}
}
@article {992,
	title = {LEISURE-TIME TEACHERS IN A CHANGED PROFESSION},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22{\textendash}35},
	abstract = {This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought.
In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children{\textquoteright}s possible perceptions of learning requirements at the leisure-time center. 
},
	keywords = {leisure-time center, leisure-time pedagogy, leisure-time teacher, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191863},
	author = {Marianne Dahl and Peter  Karlsudd}
}
@article {490,
	title = {CRITERIA RELATED TO PROCESSES OF TEACHERS{\textquoteright} SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {7-17},
	abstract = {It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority.},
	keywords = {long term process, professional development, self-evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.07},
	url = {http://oaji.net/articles/2014/457-1419346167.pdf},
	author = {Migena   Alimehmeti and Leonard   Danglli}
}
@article {504,
	title = {RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {7-20},
	abstract = {The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants{\textquoteright} interests. However, the findings of the present study suggest that it is equally important to understand the participants{\textquoteright} perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects.},
	keywords = {consequence ethics, professional development, research ethics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.07},
	url = {http://oaji.net/articles/2014/457-1419412326.pdf},
	author = {Lisbeth  M.  Brevik}
}
@article {735,
	title = {THE PRESENCE OF ICT IN VOCATIONAL GUIDANCE: A TRAINING PROPOSAL},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {72-80},
	abstract = {At present, the transformations in the use and management of the technological tools in the overall society and particularly in Guidance are developed so quickly, that there is the concern of creating training systems, which offer opportunities to update the ICT competences in Counselors, as the use of such resources turns into a strategic worry of the training long life politics (European Life Long Learning).
 In this context, the Project {\textendash}ICT-Skills 2: ICT Tools and training for E-practitioners- is framed, with the aim of designing an e-Counselor professional profile, including the strategic competences with respect to Guidance training and teaching. These competences have to be shared in a transnational level with enough flexibility to be adapted to several contexts.
 The different stages and tasks were made under the cooperation of the social organizations (which come from Italy, the United Kingdom, Spain and Romania), offering, as a result, the design of a training profile and a number of tools (self-assessment resources and an e-portfolio) logical for the Counselors professional development with and for ICT, being, likewise, a starting point for the development of future services in e-Guidance. 
 
},
	keywords = {lifelong learning, professional development, technological competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.73},
	url = {http://oaji.net/articles/2014/457-1413726860.pdf},
	author = {Luis Mart{\'\i}n  Sobrado  Fern{\'a}ndez and Cristina  Ceinos  Sanz and Miguel Angel  Nogueira P{\'e}rez}
}
@article {776,
	title = {PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {110-125},
	abstract = {The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s.},
	keywords = {professional development, teacher education, undergraduate courses},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.110},
	url = {http://oaji.net/articles/2014/457-1413729255.pdf},
	author = {Joana  Paulin  Romanowski and Pura  Oliver  Martins and Simone  Manosso  Cartaxo}
}
@article {788,
	title = {SELF-ASSESSMENT CRITERIA OF TEACHER{\textquoteright}S WELL-BEING},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {81-90},
	abstract = {Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher{\textquoteright}s role in the educational process has always been vital. Especial significance is being attached to the teacher{\textquoteright}s personality and professional growth, the teacher{\textquoteright}s satisfaction with the life in general and their abilities{\textquoteright} conformity to the demands of the profession. The teacher{\textquoteright}s satisfaction serves as a motivation factor in order to advance the educator{\textquoteright}s professional competence (high mastery). The teacher{\textquoteright}s as a professional{\textquoteright}s advancement is closely connected with his personality development. The human{\textquoteright}s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher{\textquoteright}s personality maintains the professional expertise, promotes professional competences{\textquoteright} advancement. There are relationships between aspects of teacher{\textquoteright}s well-being and student{\textquoteright}s learning, job performance or other aspects of teaching effectiveness. The teacher{\textquoteright}s well-being influences the effectiveness of student{\textquoteright}s learning.},
	keywords = {compensation, professional development, satisfaction with work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.81},
	url = {http://oaji.net/articles/2014/457-1415392488.pdf},
	author = {Diana   Liepa and Aija   Dudkina and Maruta   Sile}
}
@article {373,
	title = {PROFESSIONAL DEVELOPMENT OF STUDY PROGRAM MANAGERS: TOPICALITY AND ESSENCE},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {71-79},
	abstract = {As today is the time of rapid changes, the activities of academic personnel become more and more complicated. This also refers to study program managers, who are the responsible persons for higher education study programs. 
Study program managers are not specially trained to manage study programs. It is usually assumed that anyone with enough academic experience and specific academic degree can become a study program manager and manage it through its existence. However, being a study program manager entails a wide range of different responsibilities which underlies a need for study program manager to possess many competences that a manager in any other organization or position should have - specific knowledge, skills, abilities and also -preferably- certain personal traits. Taking this relevant issue into account, a research was carried out in two Universities of Latvia, where both lecturers and study program managers were asked to fill in questionnaires in order to define a set of professional competences a successful and effective study program manager should possess. Besides, it was concluded that study program managers do need further education and training regards improving their competences and acquiring new ones. Not surprisingly, this need for further education was more stressed by the lecturers than by study program managers themselves. },
	keywords = {competences, professional development, study program manager},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134293.pdf},
	author = {Daina Celma and Ausma Golubeva}
}
@article {156,
	title = {STUDENT TEACHER PROFESSIONAL DEVELOPMENT FOR THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {38-45},
	abstract = {Education and change are crucial for humans to survive in a universe that is rapidly changing and where uncertainty for the future reigns. Education change in South Africa is seen in the new education policies aimed at making the curriculum relevant, inclusive of different knowledge types and providing quality education for all. But, teachers are the crucial interface between the policies and quality education practice. There seems to be little clarity and/or agreement on how teachers should be prepared to fulfil this critical interface role. The daunting challenge for education is therefore to change teachers{\textquoteright} paradigms of thinking and action completely and to recognise the personal aspects that are linked to uncertainty (Barnett, 2004). This can only happen if teacher professional development programmes focus on student teachers constructing and using phronesis - the capacity to act in the most effective and appropriate way in every particular situation {\textendash} rather than possessing a body of spatially temporally detached universal knowledge{\textquotedblright} (Slabbert, 2003, p. 7). },
	keywords = {phronesis, professional development, quality education practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284213.pdf},
	author = {Angela James}
}
