斐济小学教师对专业学习和发展的看法

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2024-09-17 DOI:10.1007/s12564-024-10004-3
Satish Prakash Chand
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引用次数: 0

摘要

改善学校、提高教师素质和改善学生学习的重要性促使人们越来越重视教师的专业 学习与发展(PLD)。学校在组织教师专业学习与发展课程时,必须充分了解这些课程,并考虑教师的需要。本研究旨在考察斐济小学教师对其专业成长的看法。具体而言,它调查了学校组织的 PLD 类型以及在规划过程中需要考虑的因素。研究采用了半结构式访谈、参与观察和文件记录作为数据收集工具。从 12 所不同的小学有目的地挑选了 12 名参与者。研究分三个阶段对数据进行了主题分析:确定模式、创建代码和将代码排列成主题。研究结果表明,关于参与式教学的教师教育至关重要,教育系统的所有相关人员都应了解参与式教学的内涵,并在规划此类课程时考虑教师的需求。研究还显示,教师参与了各种形式的参与式教学,包括定期组织的校本培训,或在教师从研修班回来后组织的培训,而且需要将信息传达给学校的其他教师。此外,研究还揭示了变革推动者在促进参与式教学活动中的关键作用。然而,要获得广泛的接受,这些变革推动者必须表现出能力,并赢得同事的尊重。
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Teacher’s views on professional learning and development in primary schools in Fiji

The importance of improving schools, increasing teacher quality, and improving student learning has led to an increased focus on teachers’ professional learning and development (PLD). When organising PLD sessions in schools, it is crucial that they are well understood and that the needs of teachers are considered. This study aimed to examine teachers’ views vis-à-vis their professional growth in primary schools in Fiji. Specifically, it investigated the type of PLD organised in schools and the factors that need to be considered during planning. Semi-structured interviews, participant observation, and document records were used as data collection instruments. Twelve participants were purposefully selected from twelve different primary schools. The data were analysed thematically in 3 phases: identifying patterns, creating codes, and arranging codes into themes. The results suggest that teacher education on PLD is vital and that all those involved in the education system understand what PLD entails and consider the teacher’s needs when planning such sessions. The study also revealed that teachers participate in various forms of PLD that include school-based training organised on a regular basis and or when a teacher returns from workshops, and that information needs to be communicated to other teachers in school. Moreover, the study also revealed the critical role of change agents in facilitating PLD initiatives. However, to gain widespread acceptance, these change agents must demonstrate competence and earn the respect of their colleagues.

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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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