Professional Learning and Development Needs of Women Teachers in the Republic of Pakistan: A Social Realist Perspective

Autor/inn/en	Clarke, Marie; Liddy, Margaret; Raftery, Deirdre; Ferris, Ruth; Sloan, Seaneen
Titel	Professional Learning and Development Needs of Women Teachers in the Republic of Pakistan: A Social Realist Perspective
Quelle	In: Cambridge Journal of Education, 50 (2020) 5, S.579-595 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Marie) ORCID (Liddy, Margaret) ORCID (Raftery, Deirdre) ORCID (Sloan, Seaneen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1749560
Schlagwörter	Faculty Development; Catholic Schools; Females; Catholic Educators; Administrator Attitudes; Principals; Developing Nations; Global Approach; Sex Role; Catholics; Churches; Educational Practices; Foreign Countries; Educational Change; Nuns; Teacher Education; Teacher Recruitment; Educational Needs; Pakistan + Suchen Sie Ihr Suchwort? Katholische Schule; Weibliches Geschlecht; Katholische Erziehergemeinschaft; Principal; Schulleiter; Developing country; Developing countries; Entwicklungsland; Globales Denken; Geschlechterrolle; Katholik; Church; Kirche; Bildungspraxis; Ausland; Bildungsreform; Nun; Nonne; Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung; Educational need; Bildungsbedarf
Abstract	This article, emerging from a wider study on the professional development needs of women teachers working in Catholic convent schools in the Republic of Pakistan, explores the perspectives and experiences of school leaders and Principals who developed professional development programmes. This area, which has been under-researched in the professional development literature, addresses the complexities and contradictions that the glocalisation of professional development can create for women teachers in developing world contexts. A social realist approach, using Archer's morphogenetic framework, was employed to facilitate an exploration of the varied responses that professional development needs produce. The responses of former Principals and school leaders and their efforts to provide professional development for women teachers was captured, and revealed different agential responses. These responses included an acceptance of the realities of the education system in Pakistan and the role of women in that context, a desire to follow the ethos of the Catholic religious Order which was at variance with accepted educational praxis, and the changing expectations of society within Pakistan with reference to education of children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01