背景与需求的相互作用:解开教师专业学习/发展的交织线

Parivash Mohammad Nezhad, Steven A. Stolz
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引用次数: 0

摘要

尽管人们越来越重视专业学习/发展,但目前专业学习/发展项目的设计和实施却存在着很大的差距,往往没有结合教师对其学习需求和兴趣的看法。我们在大阿德莱德地区的中小学开展的研究表明,这些由学校改进计划所决定的项目往往忽视了教师的观点。本文介绍了在职教师对其学习需求的看法。本文还通过深入访谈的定性方法,结合教师和学校领导的见解,探讨了满足这些需求所面临的障碍。在与最新文献保持一致的同时,我们的研究结果揭示了教育系统中影响满足教师学习需求的复杂因素,并利用独特的理论框架对数据进行了解读。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The interplay of context and need: unravelling the interwoven threads of teachers’ professional learning/development

The interplay of context and need: unravelling the interwoven threads of teachers’ professional learning/development

Despite the growing emphasis on professional learning/development, a significant gap exists in the design and implementation of current professional learning/development programs, often failing to integrate the voices of teachers regarding their learning needs and interests. Our study, conducted across primary and secondary schools in the Greater Adelaide region, reveals that these programs dictated by school improvement plans, often sideline teachers’ perspectives. This paper presents practising teachers’ perspectives on their learning needs. It also examines the perceived barriers to addressing these needs, incorporating insights from teachers and school leaders utilising a qualitative approach through in-depth interviews. While aligning with recent literature, our study’s findings uncover complexities in the educational system that influence meeting teachers’ learning needs, using a unique theoretical framework to interpret the data.

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