The Value of Continuous Professional Development: Teachers' Perceptions
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| Title: | The Value of Continuous Professional Development: Teachers' Perceptions |
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| Language: | English |
| Authors: | Lessing, Ansie, de Witt, Marike |
| Source: | South African Journal of Education. 2007 27(1):53-67. |
| Availability: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Professional Continuing Education, Teacher Attitudes, Teaching Methods, Teacher Workshops, Faculty Development, Questionnaires, Inservice Teacher Education, Learning Problems, Educational Principles, Educational Practices, Educational Needs, Time Management, Learning Experience, Relevance (Education), Teacher Improvement, Foreign Countries, Statistical Analysis |
| Geographic Terms: | South Africa |
| ISSN: | 0256-0100 |
| Abstract: | The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting learners with learning difficulties, such principles were therefore applied. A hands-on presentation was used to ensure that the teachers fully understood the use of the suggested teaching methods. The teachers were then asked to complete a questionnaire to determine their perceptions of how they had experienced the workshop. The questionnaire focused on the various CPD principles applied in the workshop, as well as the personal value and expected effect of the workshop on their teaching approach. In general, the teachers reported that regardless of their teaching position, qualifications, gender, or age they had experienced the CPD workshop positively. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2017 |
| Accession Number: | EJ1150223 |
| Database: | ERIC |
| Abstract: | The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting learners with learning difficulties, such principles were therefore applied. A hands-on presentation was used to ensure that the teachers fully understood the use of the suggested teaching methods. The teachers were then asked to complete a questionnaire to determine their perceptions of how they had experienced the workshop. The questionnaire focused on the various CPD principles applied in the workshop, as well as the personal value and expected effect of the workshop on their teaching approach. In general, the teachers reported that regardless of their teaching position, qualifications, gender, or age they had experienced the CPD workshop positively. |
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| ISSN: | 0256-0100 |
