The Role and Significance of the Journal “Educational Research” in Teachers’ Professional Development

Authors

  • Gantuya Pagvajav Author

DOI:

https://doi.org/10.65168/bs.226-9

Keywords:

Teacher-Researcher, Teacher Professional Development, Educational Research, Continuous Professional Learning

Abstract

The quality and effectiveness of education are closely linked to teachers’ professional competence. Teachers are not only transmitters of knowledge but also lifelong learners, researchers, and practitioners who apply scientific advances to educational practice. In this regard, academic journals play an important role. The journal Educational Studies disseminates research findings and emerging perspectives in education, enabling educators to develop a scientifically grounded understanding of current challenges and explore innovative approaches. The journal also contributes to teachers continuous professional development by collecting and disseminating research in educational theory, methodology, and practice. In this way, Educational Studies serves as an important bridge between educational theory and practice.

Author Biography

  • Gantuya Pagvajav

    Түүх нийгмийн ухааны багш мэргэжилтэй. 2021 онд “XVI- XX зууны Монголын сүм хийд дацангийн сургалтын бүтэц зохион байгуулалт” сэдвээр МУБИС –д докторын зэрэг хамгаалсан. Хэвлүүлсэн нэг сэдэвт зохиол, сурах бичиг, гарын авлага: XVI- XX зууны Монголын сүм хийд, эрдэмт мэргэд (2015), Өмнөд долоон улсын бичиг (2016), Өсвөр насныхан юу боддог вэ? (2016), XVI- XX зууны Монголын сүм хийд (2019), Арга билэг таван махбодь судлал (2020), Өсвөр насныхан юу боддог вэ? Зөв дадлын ном (2022). 

References

Боловсролын ерөнхий хууль. (2023). Улаанбаатар.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press.

OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.

Published

2026-10-22