Teachers' perceptions of the impact of professional development on learning and teaching in a developing nation

Mohan, P.P. and Lingam, Govinda I. and Chand, D.D. (2017) Teachers' perceptions of the impact of professional development on learning and teaching in a developing nation. Australian Journal of Teacher Education, 42 (11). pp. 18-33. ISSN 0313-5373

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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.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Arts, Law and Education (FALE) > School of Education
Depositing User:	Ms Shalni Sanjana
Date Deposited:	31 May 2018 02:51
Last Modified:	31 May 2018 02:51
URI:	http://repository.usp.ac.fj/id/eprint/10784

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