The nature of teacher professional development in Australian international vocational education

Trần, Lý Thị; Pasura, Rinos

doi:10.1080/0309877x.2019.1702153

Cited by 5 publications

(3 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results are that the form of PD that teachers engage in is essential, which helps support quality delivery and outcome from students. It can also be contended that the collaborative approach to professional learning extends beyond formal PD programs provided by institutes or professional organizations to various forms of self-directed professional learning by teachers (Tran & Pasura, 2021). Hence, we suggest that PD forms focus on these core principles; provide support for specific instructional approaches in particular subject areas, create opportunities for active learning, and provide support for teacher-student work-embedded cooperation (Darling-Hammond et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Another school of thought suggest that the duration period for these PD programs is not enough for which the intended purpose cannot be achieved (Boyle et al, 2005; Garet et al, 2001). Teacher PD is more essential than ever before, given changing social and global needs and different student dynamics than decades ago (Almuhammadi & Almuhammadi, 2017; Bautista & Ortega-Ruiz, 2015; Tran & Pasura, 2021). PD needs to be modified to keep up with the demands of an ever-changing environment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Ma,

Oteng Agyeman,

Kwasi Sampene

et al. 2023

Sage Open

View full text Add to dashboard Cite

The critical role of the educational sector in improving and reforming society and the world has aroused the interest of governments and agencies to exert substantial financial resources to reduce the financial burden of parents in educating children and attaining a holistic approach to national development. This paper evaluates the impact of variables such as professional needs, form of training, duration period, perceived impact, and feedback effect on teacher professional development (PD) in Ghana. To facilitate the study objective, we used a survey design approach to collect data from 400 teachers in the Central region of Ghana. This paper adopted PLS-SEM for analysis. The study concludes that: (1) The duration period of PD training significantly affects teacher feedback effect and professional needs. (2) Feedback effect from teachers has a significant effect on PD. (3) The form of training that teachers receive has a direct effect on PD. (4) Perceived impact influences feedback effect and PD. (5) Teachers’ professional needs impact their feedback effect. To achieve the target goals, stakeholders, teachers, and PD planners for SHS, must ask more specifically from teachers about what knowledge or content they would like to learn and their prioritized mode of training and duration period needed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Ma,

Oteng Agyeman,

Kwasi Sampene

et al. 2023

Sage Open

View full text Add to dashboard Cite

show abstract

“…Numerous empirical research has looked into the relationship between teachers' CPD and their teaching practices, which found that CPD has played a significant role in guiding teachers' profession (Alamri et al, 2018). Teachers' CPD is crucial to affecting teachers' beliefs and needs, which can change their practices to fit with a particular context (Tran & Pasura, 2021). Hwang (2021) states that teachers' CPD not only helps them learn modern tools and instructional approaches but also knows how to apply them in their practical-based teaching classrooms.…”

mentioning

confidence: 99%

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

Nguyen,

Phuong

et al. 2024

QRE

View full text Add to dashboard Cite

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.

show abstract

Curriculum Implementation

King

2024

Australian Transnational Vocational Education

View full text Add to dashboard Cite

The nature of teacher professional development in Australian international vocational education

Cited by 5 publications

References 23 publications

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

Curriculum Implementation

Contact Info

Product

Resources

About