Professional Development Activities for Activity-Based Learning: Case of High School Health and Population Teachers in Kathmandu, Nepal

Autor/in	Acharya, Milan
Titel	Professional Development Activities for Activity-Based Learning: Case of High School Health and Population Teachers in Kathmandu, Nepal
Quelle	In: Research in Pedagogy, 9 (2019) 2, S.143-150 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Foreign Countries; Faculty Development; Learning Activities; High School Teachers; Health Education; Population Education; Teacher Attitudes; Beliefs; Self Efficacy; Teaching Skills; Program Effectiveness; Workshops; Teaching Methods; Nepal + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In education reform movements, there is an emphasis on health and population education teaching through activity-based instruction. Teacher education is an important part in this process. In this context, this study aims to investigate the effect of activity-based professional development training on high school health and population education teachers' beliefs and self-efficacy. The data collection tools used was perceptions about activity-based learning strategies, activity-based teaching, self-efficacy and the teaching skills. A group of 30 high school teachers participated in the study. During two days short-term professional development training, the teachers attended four workshops that introduced the activity-based learning method. The analysis of the collected data showed that professional development training was effective in improving teachers' perceptions (t = -5.39; p = 0.00), self-efficacy (t = -5.12; p = 0.00), and process skills (t = -4.99; p = 0.00). The results of the study suggest that provision of workshops ultimately can gear up to the improvement of teachers' self-efficacy learning which transforms the belief system of teachers about teaching and learning by activity-based learning approaches. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01