A model of professional development: teachers' perceptions of their professional development

被引:50
作者
Avidov-Ungar, Orit [1 ]
机构
[1] Open Univ, Achva Acad Coll, Sch Educ, Psychol & Educ Dept, Arugot, Israel
关键词
Professional development; career aspirations; professional motivations; professional development patterns; REFORM;
D O I
10.1080/13540602.2016.1158955
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four 'professional development patterns' emerged. Participants' professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers' personal course of professional development. Hence, the categorisation of the teaching staff according to individuals' professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers' particular needs.
引用
收藏
页码:653 / 669
页数:17
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