Adaptive Capacity in the Pacific Region: A Study of Continuous Professional Development for In-Service Teachers in Kiribati

Autor/inn/en	Martin, Tess; Thomson, Ian
Titel	Adaptive Capacity in the Pacific Region: A Study of Continuous Professional Development for In-Service Teachers in Kiribati
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1350829
Schlagwörter	Faculty Development; Secondary School Teachers; Cooperative Learning; Active Learning; Teaching Methods; Cultural Influences; Teacher Behavior; Educational Policy; Professional Continuing Education; Qualitative Research; Foreign Countries; Principals; Leadership Role; Language of Instruction; English (Second Language); Learning Theories; Focus Groups; Questionnaires; Semi Structured Interviews; Grounded Theory; Kiribati + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Teacher behaviour; Lehrerverhalten; Politics of education; Bildungspolitik; Berufsfeldbezogener Unterricht; Weiterbildung; Qualitative Forschung; Ausland; Principal; Schulleiter; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Learning theory; Lerntheorie; Fragebogen
Abstract	This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is integral in Kiribati and Pacific community daily life it could be a suitably applied in the workplace to promote effective learning. At the same time the study was designed to investigate a system of learning for teachers in Kiribati that would address their needs, in particular being school-based. The study revealed that cultural influences in Kiribati such as: the role of leaders, respect for elders and secret knowledge have a strong influence on teacher behavior both inside and outside the classroom. The recommendations concur with research literature that suggests developing effective policy and practices in the Pacific region must be driven by and strongly reflect cultural practices, values and beliefs. Importantly, the notion that some cultural practices may conflict when applied in different settings provides an added dimension to the body of literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01