Abstract

Teacher renewal and improvements in teaching quality through teacher professional development (PD) have been high on the agenda of many countries for some time. Several principles of effective PD for teachers, based on a synthesis of research evidence, have been espoused by the Centre for Educational Research and Innovation (CERI, 1998). A survey based on these principles was developed and administered to 395 primary and secondary teachers at the conclusion of a variety of curriculum, topic or Information Communication Technology (ICT) based professional learning activities which ranged from seminars and workshops to longer courses. While teacher age, gender and school level were not significant, teachers' ratings indicated ICT activities and longer courses contributed significantly to their professional renewal. Teachers also perceived longer courses were more applicable to their work. These findings affirm the CERI principles of effective PD and endorse the need for long term activities that have specific focus. (Contains 3 figures and 3 tables.)

Citation

Yates, S.M. (2007). Teachers' Perceptions of Their Professional Learning Activities. International Education Journal, 8(2), 213-221. Retrieved August 10, 2024 from https://www.learntechlib.org/p/103482/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Educational Principles
• Educational Research
• Foreign Countries
• information technology
• Instructional Improvement
• Learning Activities
• Participant Satisfaction
• Performance Factors
• professional development
• teacher attitudes
• Teacher Effectiveness
• Teacher Surveys
• Training Methods