EXPLORING TEACHERS' PERCEPTIONS OF PROFESSIONAL DEVELOPMENT: A RESEARCH STUDY UNDERTAKEN IN THIMPHU DISTRICT SCHOOLS

2021 ◽  
Vol 14 (3) ◽  
pp. 29
Author(s):  
DHENDUP SONAM ◽  
◽  
JATSHO SHERAB ◽  
TSHERING SONAM ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Teachers Perceptions

scholarly journals Experienced Secondary Teachers' Perceptions of Engagement and Effectiveness: A Guide to Professional Development

2014 ◽  
Author(s):  
Denise Meister
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Research Study ◽  
Work Force ◽  
Support Network ◽  
Administrative Leadership ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Qualitative Research Study

The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as a framework for providing professional development to assist teachers in the work force, as well as bring their voice to the National Reform Movement. The following themes emerged: teachers are ambivalent to administrative leadership as an important influence in their work; colleagues are their support network; and their commitment to the students transcends academic achievements.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Professional development for teachers of advanced placement courses

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Small ◽  
Rebecca A. Thessin ◽  
William R. Dardick
Keyword(s):  
Professional Development ◽  
Advanced Placement ◽  
Professional Learning ◽  
Repeated Measures ◽  
Teacher Perception ◽  
Content Type ◽  
Teachers Perceptions ◽  
Multidisciplinary Study ◽  
Diverse Student ◽  
Instructional Needs

PurposeThe purpose of this study was to explore how the Advanced Placement Summer Institute (APSI) supported Advanced Placement (AP) teacher's instructional needs considering the expansion of the AP program in recent decades.Design/methodology/approachA survey including Likert-style and open-ended questions was distributed to participants at one East Coast APSI to gather data, which were analyzed quantitatively. An exploratory factor analysis (EFA) was conducted on the Likert items to identify latent constructs, and two logistic regression (LR) models were run to predict what features of the professional development (PD) improved teacher perception of APSI. Open-ended constructs were analyzed by identifying and describing common themes.FindingsThe findings indicated that APSI improved teachers' perceived content knowledge and pedagogy and improved teachers' perceptions of their ability to better support student achievement, but that more focused professional learning was needed in working with academically diverse student learners in AP courses.Research limitations/implicationsThis study was limited to analysis of perception of teachers who attended one APSI training site, making it difficult to generalize without repeated measures.Originality/valueThis is the only multidisciplinary study connecting literature on effective PD to an analysis of the effectiveness of APSI for AP teachers.

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