Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Dhungana, Parbati; Luitel, Bal Chandra; Gjøtterud, Sigrid; Wagle, Shree Krishna

doi:10.35844/001c.18869

Cited by 11 publications

(9 citation statements)

References 36 publications

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“…Teachers were forced to participate in the teacher professional development activities when the parents and school management committee members were present in the meeting. Such approaches were context-specific as per the needs of the schools and communities (Dhungana et al, 2021). Pretty (1995) labeled such participation as "passive participation" and "participation by consultation" (p. 1250).…”

Section: Different Layers Of Participation: Ignoring To Autonomousmentioning

confidence: 99%

“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

Pant,

Luitel,

Gjøtterud

et al. 2024

CJAR

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This paper examines different layers of participation while conducting Participatory Action Research (PAR). In the journey of three years of fieldwork with teachers, many realizations were made about becoming co-researchers and engaging in a collaborative knowledge-building process for developing an engaged pedagogical approach. The paper had two purposes: a) exploring the different layers of participation in PAR, and b) documenting the lead researcher’s continuous professional learning in understanding PAR. The lead researcher proposed “ignoring” to “autonomous” participation as levels. The lead researcher also changed from overly influencing roles on PAR to accepting co-researchers' voices and respecting their efforts for sustainable change.

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Section: Different Layers Of Participation: Ignoring To Autonomousmentioning

confidence: 99%

“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

Pant,

Luitel,

Gjøtterud

et al. 2024

CJAR

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“…Much of the literature suggests that professional development programs for existing teachers are not sufficient to enable them to develop local curricula(i.e. school-based), implement them effectively, and create a rich learning environment in a school (Dhungana et al, 2021).…”

Section: Barriers and Traditional Model In Professional Developmentmentioning

confidence: 99%

use of reflective journals in professional development

Vujnović¹,

Medic

2022

lingcure

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Much of the education literature places improving teacher professionalism at the context of any educational improvement. Researchers in education have built their arguments on the assumptions that increasing student performance requires fostering professional growth for teachers. A key aspect of a teacher's applying learning in an authentic professional development context is reflection. Analysis of reflective journals also shows how student teachers grew and interacted with others in the learning community. So it's no wonder that professional developers have implemented many Professional Development programs in their effort to bring out positive change in education and improvement. Undoubtedly, the success of any professional development effort largely depends on the readiness and willingness of the teachers. In this article, I argue that based on such a premise and approach professional development will hardly yield any positive results. Drawing on existing literature, the concept of teachers as reflective practitioners will be incorporated into the theme to encourage them to incorporate reflection into daily teaching practices. By doing so, teachers will adopt an autonomous approach to professional development that makes it easier for them to participate in the lifelong learning process.

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“…Bhattarai and Tudu's (2019) case study on the perception and practices of professional development in Nepal revealed teachers' positive and negative perceptions of the professional development activities they were involved in. Likewise, Pokhrel and Bhera (2016) have talked about the expectation of teachers from TPD programs and Dhungana et al (2021) have talked about the contextual TPD framework required for teachers to enhance their knowledge and skills. All of the research studies do not cover the issue of the connection between research and the professional development of teachers in Nepal.…”

Section: Introductionmentioning

confidence: 99%

Secondary Level Teachers’ Professional Development through Research and Development Project

Sharma

2023

Bodhi: Interdisciplinary J

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This study explores the lived experiences of Nepali public secondary level school teachers in taking initiatives for their professional development, and the support they received in research and development projects. The data were collected through conducting in-depth interviews with five teachers teaching in public schools run under the education trust of Pokhara and Kathmandu in Nepal. Findings revealed that the Research and Development Project introduced in these selected schools turned out to be supportive of teachers ‘professional development in several ways. Their involvement in the Research and Development Project offered them opportunities to form a new identity and developed skills in self-reflection. This opportunity has contributed to creating a positive impact on improving classroom practices and enhancing teachers’ professional development. Future research might explore modes of effective interventions for helping teachers to grow in their professional practices.

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Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Cited by 11 publications

References 36 publications

“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

use of reflective journals in professional development

Secondary Level Teachers’ Professional Development through Research and Development Project

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