posted on 2023-05-19, 11:18authored byParmeshwar Mohan
This research examines novice and experienced teacher perceptions of school-based professional development (PD). Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 10 novice and 10 experienced teachers from two case study schools (one rural and one urban). The major findings to emerge are: first, the PD needs of novice teachers and experienced teachers differ, secondly, all teachers need PD to sustain the changes made to their teaching practice regardless of their difference in experiences; and finally, teachers' PD should be well planned to meet the teachers’ needs. Overall, both the novice and experienced teachers' perception is that PD enables them to work on improving their practice to ensure more effective facilitation of students learning and teaching. This study, by providing information on the PD of the novice and experienced teachers in Fiji, could be of interest to schools and the Ministry of Education (MoE).
History
Publication title
Waikato Journal of Education
Volume
21
Pagination
167-174
ISSN
1173-6135
Department/School
Faculty of Education
Publisher
School of Education, University of Waikato
Place of publication
New Zealand
Rights statement
Licensed under Creative Commons Attribution 3.0 Unported (CC BY 3.0) https://creativecommons.org/licenses/by/3.0/