Teacher Participation in Continuing Professional Development: A Theoretical Framework

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Moses Njenga
{"title":"Teacher Participation in Continuing Professional Development: A Theoretical Framework","authors":"Moses Njenga","doi":"10.1177/14779714221123603","DOIUrl":null,"url":null,"abstract":"Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adult and Continuing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14779714221123603","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3

Abstract

Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.
教师参与持续专业发展:一个理论框架
鉴于教师持续专业发展在确保优质教育中的重要性和价值,教师持续专业发展受到了研究者的极大关注。因此,研究主要集中在教师持续专业发展实践和影响这些实践的因素上。然而,一个广泛的理论框架,将教师持续专业发展参与因素与教师特征联系起来,并解释它们之间的相互作用和由此产生的持续专业发展实践,尚未得到发展。为了解决这一问题,本文回顾了有关教师持续发展的文献,并综合了一个可实证检验的理论框架。本文首先将教师持续专业发展的广泛定义定义为教师为提高其专业能力而进行的所有学习,然后确定教师持续专业发展的基本方面以及影响教师参与持续专业发展的因素。对相关文献的分析表明,教师持续专业发展是一种情境约束的、目标导向的学习活动,具有多种目标、多种内容、多种学习方法的特点。通过将教师视为成人学习者和理性选择的接受者,然后使用成人教育理论的原理和理性选择理论的命题来解释这些因素和观察到的持续发展实践的相互作用。文章最后提出了几个假设和从框架中产生的方法含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信