Enhancing Professional Skills in Primary School Teachers: Strategies and Perspectives
Keywords:
Professional skills, Primary school teachers, Continuous professional development, Collaborative learning communities, Mentoring and coaching, Reflective practice, Action research, Technology integration, Teacher training, Educational innovationAbstract
Primary school teachers play a pivotal role in shaping the educational
landscape, laying the foundation for future academic success and personal development.
Continuous improvement of their professional skills is imperative for ensuring effective
teaching practices and maximizing student learning outcomes. This article explores
various strategies and perspectives on how primary school teachers can enhance their
professional skills to meet the evolving demands of modern education. Drawing upon
research findings and expert insights, it offers practical recommendations for professional
development initiatives tailored to the unique needs of primary educators.
References
Darling-Hammond, L., Wei, R. C., 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. National Staff Development Council.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational
research, 77(1), 81-112.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers'
professional relations. Teachers College Record, 91(4), 509-536.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning
communities: Professional strategies to improve student achievement. Teachers College
Press.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for
teaching and learning in the professions. Jossey-Bass.
