Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

Autor/inn/en	Mushayikwa, Emmanuel; Lubben, Fred
Titel	Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 3, S.375-382 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.12.003
Schlagwörter	Professional Development; Independent Study; Models; Disadvantaged Environment; Interviews; Science Teachers; Mathematics Teachers; Decision Making; Computer Uses in Education; Grounded Theory; Teacher Effectiveness; Foreign Countries; Zimbabwe + Suchen Sie Ihr Suchwort? Selbststudium; Analogiemodell; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Decision-making; Entscheidungsfindung; Computernutzung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Simbabwe
Abstract	Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development. Grounded theory analysis suggests seven themes underlying such decisions making, in turn representing two major attractors of self-directed professional development. These were identified as classroom efficacy, i.e. the ability to teach effectively, and professional efficacy, i.e. the ability to relate effectively within the teaching profession. This paper explores the potential of using these attractors to stimulate self-directed professional development within formal professional development programmes especially in disadvantaged communities. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10