What are effective components of in‐service teacher training? A study examining teacher trainers’ perceptions of the components of a training programme in mathematics education in Cambodia

Courtney, Jane

doi:10.1080/13674580701486978

Cited by 15 publications

(16 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, teachers should be involved in the planning and assessment of their teaching. For that purpose, teacher educators have to identify teachers' needs, helping them to adapt themselves to the changes they have to generate in their teaching (Courtney 2007).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Elementary school mathematics teachers’ perception of their professional needs

Shriki

Patkin

2016

Teacher Development

View full text Add to dashboard Cite

This study explored Israeli elementary school mathematics teachers' perceptions of their professional needs, with the purpose of developing in-service training courses which cater to these needs. Eighty-four teachers responded to the questionnaire and were interviewed. The results indicate that the respondents' main needs are associated with strengthening their didactical knowledge capability of dealing with emotional aspects that relate to pupils' learning of mathematics. Although most of the respondents lack formal mathematics education, they attribute less importance to their need to enhance knowledge in the field. In light of Israeli pupils' relatively low attainments in mathematics, the authors believe that the education system should require teachers to expand their mathematics knowledge and that only teachers with appropriate knowledge will be permitted to teach the discipline.

show abstract

Section: Introductionmentioning

confidence: 99%

“…In order to change their perceptions of and attitude towards teaching, teachers should attend programmes designed to support their professional development [hereinafter -PD] (Courtney 2007). Nevertheless, teachers' participation in such programmes, per se, does not guarantee their PD.…”

Section: Introductionmentioning

confidence: 99%

Elementary school mathematics teachers’ perception of their professional needs

Shriki

Patkin

2016

Teacher Development

View full text Add to dashboard Cite

show abstract

“…Similarly to Knowles, we believe that teachers need to be involved in the planning and the evaluation of their instruction. This entails the necessity of teacher trainers to identify teachers' concerns and needs, and adapt them to required changes in teachers' practice (Courtney 2007). Moreover, in order for professional development programs to be effective, they have to consider teachers' experiences and use them as a basis for designing the learning activities (Wilson and Berne 1999).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Israeli mathematics teachers regarding their professional development needs

Shriki

Lavy

2012

Professional Development in Education

View full text Add to dashboard Cite

Recent reforms in mathematics education have increased the need for teachers to attend professional development programs. In order to motivate teachers to attend such programs and to maximize their effect on teachers' development, we believe it is important to adapt the contents of such programs to teachers' perceived needs. The current study was designed to explore the professional needs of Israeli mathematics teachers, as they perceived them. Our results show that teachers are mainly concerned with developing their mathematical knowledge and acquiring knowledge that relates to the way in which students comprehend various mathematical concepts. However, these concerns stem from different positions that can be attributed to their teaching experience: new teachers appear to be self-centered; therefore their concern with developing their knowledge might be a result of a need to gain self-confidence. More experienced teachers are able to consider the effect of their teaching on students' learning, and it appears that their wish to acquire knowledge stems from this perspective. Highly experienced teachers, like new teachers, are also self-centered, believing they know everything about teaching and learning, and therefore express interest in acquiring knowledge merely for satisfying their own curiosity.

show abstract

“…So, every new teacher and teachers who are already in post need to have quality initial and ongoing training. To this mean, unlike published studies of some researchers and reports of some related documents; for example: [10]- [12], that those are investigating teacher education in Cambodia but those are missing the target issue mentioned in this study.…”

Section: Introductionmentioning

confidence: 55%

Challenges of Cambodian Teachers in Contributing to Human and Social Development: Are They Well-Trained?

Phin¹

2014

IJSSH

View full text Add to dashboard Cite

Abstract-Teacher is the nucleus of the whole educational system and is of the significant impact on children's learning. This paper investigates challenges of Cambodian teachers in contributing to their nation's future human and social development. In order to achieve that development, are Cambodian teachers well-trained? To clarify, a questionnaire was distributed to a line of Cambodia's educational staff from local to central. A section of the questionnaire was extracted for this paper. The results revealed that educational development in Cambodia faces severe challenges due to severe shortage of qualified trained teachers. Up to present, some teachers have not experienced in any pedagogical training. Furthermore, despites few officials who are PhD holders, some are primary school graduates or even not finished primary level. Moreover, in-service training has not yet been systematized and has been provided to teachers not regularly. Thus, feasible in-service training programs for Cambodia's teachers appear urgent to be structured for their continuous professional development so as for contributing to human and social development.Index Terms-Cambodia, human and social development, in-service teacher training, quality education, qualified trained teacher.

show abstract

What are effective components of in‐service teacher training? A study examining teacher trainers’ perceptions of the components of a training programme in mathematics education in Cambodia

Cited by 15 publications

References 14 publications

Elementary school mathematics teachers’ perception of their professional needs

Elementary school mathematics teachers’ perception of their professional needs

Perceptions of Israeli mathematics teachers regarding their professional development needs

Challenges of Cambodian Teachers in Contributing to Human and Social Development: Are They Well-Trained?

Contact Info

Product

Resources

About