Ulas Kayapinar holds an MA and Ph.D. in Applied Linguistics. He is currently working at the American University of the Middle East, Kuwait, where he received the Faculty Award for Outstanding Teaching and Learning. His research interests lie in language teaching and testing. He has authored two books, one chapter, and numerous articles in internationally indexed journals.
Teacher education is an increasingly complex and challenging area of research and practice ultimately vital for generations. This book imparts insight and directions for both research and practice in teacher education. Chapters cover a variety of topics, such as collaborative teaching experiences, creativity education in curricula, innovations in science and technology in education, new techniques for learning and teaching subjects such as entrepreneurship, history, mathematics, science, technology, heritage, and early childhood education, and using online social platforms in education.
Go to the bookCorrelative and empirical studies on reflection seem to have a lack of concern regarding teacher development. This chapter presents the reflective practitioner development model (RPDM) for professional development of teachers based on principles of reflection and measurement of the development of teachers’ reflective abilities and self-efficacy. The model focuses on reflective development of practitioners with self-efficacy, the procedure of the program, and the measurement of reflection and self-efficacy of teachers. It was tested through collecting quantitative and qualitative data. The findings suggest that the model had strong evidence for the educators to use, including the support to creating and promoting reflection and self-efficacy.
Part of the book: Reimagining New Approaches in Teacher Professional Development