| Title: |
Teachers' Perceptions of the Impact of Professional Development on Learning and Teaching in a Developing Nation |
| Language: |
English |
| Authors: |
Mohan, Parmeshwar Prasad; Lingam, Govinda Ishwar; Chand, Deepa Dewali |
| Source: |
Australian Journal of Teacher Education. Nov 2017 42(11):18-33. |
| Availability: |
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Faculty Development; Secondary School Teachers; Case Studies; Documentation; Content Analysis; Semi Structured Interviews; Teacher Attitudes; Teaching Experience; Program Effectiveness; Teacher Collaboration; Foreign Countries; Qualitative Research; Phenomenology; Urban Schools; Rural Schools; Knowledge Level; Teacher Influence |
| Geographic Terms: |
Fiji |
| ISSN: |
0313-5373 |
| Abstract: |
This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation of PD. Overall, the teachers' perceptions had validated that teachers engaged in productive PD tend to work together with their colleagues to improve student learning. This study provides information on the PD needs of the teachers in Fiji, which could benefit developing nations and beyond. |
| Abstractor: |
As Provided |
| Number of References: |
70 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1161173 |
| Database: |
ERIC |