In-service teacher training in a professional development perspective

Conference proceedings article


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Publication Details

Subtitle: logics of participation of teachers
Author list: Abelha, M., & Machado, E. A.
Publisher: Universidade do Porto; Salarya University
Place: Porto
Publication year: 2017
Start page: 538
End page: 545
Number of pages: 8
Languages: English-Great Britain (EN-GB)


Abstract

The main purpose of this study is to understand the reasons why teachers
undertake in-service teachers training as a factor of professional
development (PD). At a background level, it also aims at understanding
teacher’s availability to take part in designing and implementing their
own training courses and at defining the kind of impact that the current
teachers’ working conditions and types of leaderships in Portuguese
schools may have on teachers’ availability for training. It is an
interpretative study belonging to the category of educational case
studies and ethnographic studies. As participant observers, the
researchers had the opportunity to understand the entire context, the
elements that influenced the participants’ behaviour and to articulate
them. The study was made in five schools which are associated to the
Marco de Canaveses and Cinfães In-service Teachers Training Centre
(ISTTC). The data collection and analysis techniques are the object of a
detailed description in order to ensure both internal and external
validity of the results obtained. The information in this study was
collected in two different ways: by applying an enquiry to 450 teachers
(N=450) in the five schools selected and by analysing the data
previously collected within the process of asking teachers to evaluate
teachers training courses organized by the ISTTC (218 enquiries
analysed) (n=218). The main conclusions drawn from the study are that,
although the working conditions at schools are by far worse than 3 or 4
years ago, teachers are still available to invest on their professional
training to a certain extent both when it means spending money and when
it means spending time and energy. Also a large majority of participants
consider themselves active participants in the needs analysis process
and then in the courses planning process that take place in their
schools. Most of them believe that their classroom practice improves
after in-service training courses, which they consider to be of the
utmost importance for the quality of their professional performance.
Professional development is designated by almost all teachers enquired
as the main motivating factor for joining teachers training courses. A
large majority of teachers believe that the leaders of their schools
recognize the in-service training they attend.


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Last updated on 2019-13-08 at 00:46