Learning from Teachers Like Us: Using Video to Move beyond 'Secret Knowledge' in Papua New Guinea Elementary Teacher Professional Development

Autor/inn/en	Simoncini, Kym; Pamphilon, Barbara; Smith, Hilary
Titel	Learning from Teachers Like Us: Using Video to Move beyond 'Secret Knowledge' in Papua New Guinea Elementary Teacher Professional Development
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 1-4, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simoncini, Kym) ORCID (Pamphilon, Barbara) ORCID (Smith, Hilary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1920908
Schlagwörter	Video Technology; Technology Integration; Professional Development; Inservice Teacher Education; Elementary School Teachers; Rural Schools; Program Effectiveness; Self Efficacy; Teacher Collaboration; Handheld Devices; Telecommunications; Culturally Relevant Education; Developing Nations; Foreign Countries; Papua New Guinea + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Telekommunikationstechnik; Developing country; Developing countries; Entwicklungsland; Ausland; Papua-New Guinea; Papua-Neuguinea
Abstract	Providing professional development (PD) for Papua New Guinea (PNG) teachers is highly challenging due to the remoteness of schools, limited budgets, travel costs, and safety. The essential follow-up guidance and support after PD workshops is rarely possible, especially for the majority of teachers, who work in rural schools. In addition, the effectiveness of PD in facilitating collaboration among members of the school community can be affected by traditional cultural approaches to knowledge building and sharing. This article reports on an innovative form of PD with PNG elementary school teachers that used classroom teaching videos provided on SD cards for mobile phones. Videos of authentic teaching by other PNG teachers in similar contexts were provided to 260 teachers as follow-up to literacy practice workshop training sessions. The SD cards were used by 80% of the teachers in their own teaching, and more than half also shared the SD cards with other teachers. These findings show the value of SD cards in PD training in low-income countries, both for the development of individual teacher self-efficacy leading to confidence and better outcomes for the children in their classes, and for the development of teacher collaboration with colleagues (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01