- Education,
- Educational Administration and Supervision,
- Educational Assessment, Evaluation, and Research,
- Educational Leadership,
- Educational Methods,
- Elementary and Middle and Secondary Education Administration,
- Elementary Education and Teaching,
- Junior High, Intermediate, Middle School Education and Teaching,
- Other Educational Administration and Supervision,
- Secondary Education and Teaching and
- Teacher Education and Professional Development
This paper reviews the contemporary literature of human values and valuation processes, and proposes a re-conceptualized model of a teacher’s professional development. This paper suggests a thorough analysis of the teacher’s personality and devises alternative, well thought-out strategies and approaches to alter self-knowledge, values, valuation processes, and beliefs to imbed the desired impact on their teaching practices. This paper supports the use of deliberate attempts to alter the basic motivation level of teachers and to deliberately expose them to available knowledge to modify their values, attitudes, and actions in their respective professions, organizations, and formal associations. Hence, such professional development programs, accompanied by support mechanisms, can alter the existing values, attitudes, and the subsequent actions of these teachers to inculcate an intensive commitment, dedication, enthusiasm, and engagement in teac
Baig, S. (2014). Beyond the content and pedagogy : A step forward towards value based teacher’s professional development. The Journal of Values-Based Leadership, 7(2), 1–16.