Education reforms are currently sweeping many countries of the world. Professional development of teachers is part of a wider educational context reforms countries optimize their educational systems to produce the skills of the 21st century demands in a competitive labor, social cohesion and individual growth, because ultimately the quality of teachers affects the quality of training. This suggests that it is essential to have a training program for teachers, which is well designed to meet the challenges of a rapidly changing world. There was a global call for change and transition in the structure, goals and organization of training programs for teachers to emphasize continuous learning and the introduction of professional development (PD) for teachers.
In this article I will outline some of the innovations that can help to improve training programs for teachers.
School clinics. This is important because future teachers should be exposed to experiences in the classroom as much as possible in preparation for their careers. They must be linked to universities that offer training programs for teachers, for future teachers to carry out the practice so that, as teachers learn the theory, seeking skills. This suggests that schools and universities need to collaborate in the creation of schools, clinics. These schools allow clinical orientation continuous novice teachers on their practice, and in such a way that the abstract ideas given in class can be put into practice in a real classroom.
Mentoring. Mentoring describes a combination of coaching, consulting and evaluation which is delegated to a teacher in a school responsibility to assist pre-service or newly qualified teachers in their professional development. Mentors usually have a lot of experience and craft to share, learned over the years through experience and service interactions. Mentoring helps the in-experienced teacher to unlock ways to change, build self-confidence, self-esteem and interpersonal relationships during continuous personal and professional development.
In schools with a mentoring program, the student feels safer to translate theory into practice in a more communicative, while mentors gain a renewed enthusiasm for the profession of the young teacher.
Induction. Closely related to mentoring is the induction, which refers to the formal presentation in a new place of work or organization. Unfortunately, in most schools induction of new teachers is not executed completely. In addition to being shown around the complex, it is assumed that a trained teacher has the knowledge to manage the teaching, so little guidance is offered on how to deal with the profession. For many new teachers, the transition is often dramatic, difficult and scary and learning to teach takes time. The way you start one at work dramatically affects the rest of their career. So without induction, many teachers today teach in a way to copy what their teachers have then practice what they have learned through apprenticeship of observation. This can make teaching in the teacher training program almost useless as it becomes difficult for the teacher to put into practice the theory learned.
Peer coaching. All teachers are connecting the observation of each other lessons and then discuss the performance and the lesson. Peer coaching requires the teacher to teacher interaction to improve education. This practice allows critical acclaim as a way to give the teacher the opportunity to receive feedback on their performance and suggestions on education, which in turn allows for improvement. Having colleagues observe and discuss each other's courses, both observer and observed learn from sharing. The peer coaching can be introduced in the training of teachers within the institution and also through regular communication between student teachers in different colleges. The use of capacity in schools clinical improve its acceptability and adoption as a tool for continuous learning and professional development for best practices.