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Open Access Journal Article

Cognitive Behavioral Approaches to Teacher Professional Development

by Emily Brown 1,*
1
Emily Brown
*
Author to whom correspondence should be addressed.
JOPEM  2019 1(1):3; https://doi.org/10.69610/j.jopem.20190930
Received: 31 July 2019 / Accepted: 30 August 2019 / Published Online: 30 September 2019
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Abstract

This paper explores the efficacy of cognitive behavioral approaches in teacher professional development. The focus is on how these approaches can enhance educators' pedagogical skills, improve classroom management, and foster student engagement. Cognitive behavioral techniques are utilized to modify teachers' thought patterns and behaviors, leading to more effective teaching practices. The abstract discusses the theoretical underpinnings of cognitive behavioral therapy (CBT) and its application in professional development workshops for teachers. It highlights the importance of mindfulness, self-reflection, and positive psychology in shaping teachers' professional growth. The paper also examines empirical evidence supporting the integration of CBT into teacher training programs and offers practical strategies for implementing these techniques in educational settings. The findings suggest that cognitive behavioral approaches can significantly contribute to the overall professional development of teachers, ultimately benefiting the learning environment and student outcomes.

Keywords: Cognitive Behavioral Approaches; Teacher Professional Development; Classroom Management; Pedagogical Skills; Student Engagement.;
Copyright: © 2019 by Brown. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Cite This Paper
APA Style
Brown, E. (2019). Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management, 1(1), 3. doi:10.69610/j.jopem.20190930
ACS Style
Brown, E. Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management, 2019, 1, 3. doi:10.69610/j.jopem.20190930
AMA Style
Brown E. Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management; 2019, 1(1):3. doi:10.69610/j.jopem.20190930
Chicago/Turabian Style
Brown, Emily 2019. "Cognitive Behavioral Approaches to Teacher Professional Development" Journal of Organizational Psychology and Educational Management 1, no.1:3. doi:10.69610/j.jopem.20190930

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ACS Style
Brown, E. Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management, 2019, 1, 3. doi:10.69610/j.jopem.20190930
AMA Style
Brown E. Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management; 2019, 1(1):3. doi:10.69610/j.jopem.20190930
Chicago/Turabian Style
Brown, Emily 2019. "Cognitive Behavioral Approaches to Teacher Professional Development" Journal of Organizational Psychology and Educational Management 1, no.1:3. doi:10.69610/j.jopem.20190930
APA style
Brown, E. (2019). Cognitive Behavioral Approaches to Teacher Professional Development. Journal of Organizational Psychology and Educational Management, 1(1), 3. doi:10.69610/j.jopem.20190930

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