MOFET ITEC - A Model of Professional Development: Teachers’ Perceptions of their Professional Development

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

A Model of Professional Development: Teachers’ Perceptions of their Professional Development
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia
Section: Professional Development
A Model of Professional Development: Teachers’ Perceptions of their Professional Development
Country or Region: Israel
August 2016   |   Type: Summary
Source: Teachers and Teaching: theory and practice, VOL. 22, NO. 6, 653–669, 2016
(Reviewed by the Portal Team)

The purpose of this study was to examine the manner in which teachers, who were engaged in an organisational change, perceived their own professional development process. Furthermore, the study conceptualised the manifestation of these perceptions in the development patterns exhibited among the teachers.

Methodology
The participants forty-three teachers from 10 different schools in Israel. All of the teachers were participating in a system-wide reform called ‘The New Horizon’, which was focused mainly on teachers’ professional development.
Data were collected through semi-structured interviews.

Discussion

The findings identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical).
These dimensions together create four patterns of development. Participants’ professional stories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. These patterns also demonstrate the importance of the processes of professional development as they relate to the construction of the preferred role, motivations and aspirations of the teacher.

This study highlights that teachers’ professional development occurs throughout their career over an extended period of time, and that it requires conditions which correspond to their world views. Hence, patterns of professional development emphasize the fact that professional development is significant not only for increasing teachers’ pedagogical knowledge, but also for enabling teachers to engage in the construction of their professional identity.

Practical applications

The authors suggests that professional development plans can be offered to teachers who wish to progress hierarchically and different professional development plans can be offered to teachers who wish to delve further into their current fields and aspire to develop laterally. Furthermore, principals could avail themselves of this typology to better understand the motivations and aspirations of staff members, so as to match the professional development process to the pattern type that characterises the educational staff members at the school. Finally, individual teachers can identify their own preferences and patterns, in light of the model’s typology, and determine whether their current location on the career continuum is appropriate or whether they need to pursue a different professional development pattern in order to fulfil their personal career goals.

Add a Comment
(* - required)






Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink