Support for Teachers in Challenging Situations as a Factor of Change: Reflections from a Continuing Professional Development Programme in Guinea-Bissau

Autor/inn/en	da Silva, Rui; Oliveira, Joana
Titel	Support for Teachers in Challenging Situations as a Factor of Change: Reflections from a Continuing Professional Development Programme in Guinea-Bissau
Quelle	In: FIRE: Forum for International Research in Education, 6 (2020) 2, S.71-88 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Faculty Development; Educational Quality; Language Skills; Teacher Attitudes; Administrator Attitudes; Principals; Foreign Countries; Program Descriptions; Program Effectiveness; Program Evaluation; Cultural Context; Institutional Characteristics; Portuguese; Lesson Plans; Science Instruction; Mathematics Instruction; Pedagogical Content Knowledge; Teacher Collaboration; Elementary Secondary Education; Guinea-Bissau + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Language skill; Sprachkompetenz; Lehrerverhalten; Principal; Schulleiter; Ausland; Programme evaluation; Programmevaluation; Portugiesischunterricht; Lesson planning; Unterrichtsplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Lehrerkooperation
Abstract	This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The authors were keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and learning. In this qualitative study, data from teachers and school principals were collected by means of interviews, focus groups and field notes. The article argues that the programme improved the language skills of the teachers and impacted positively on scientific, pedagogical, and didactic content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01