How Cypriot primary school teachers promote their professional development through reflective practice

Abstract

This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

“…However, some studies document that school-based mentoring provides basis for staff job performance (Mudzielwan and Maphosa, 2014;Okurame, 2008). Teachers gain new knowledge when professional development is offered (Loizou, 2008). It has been discovered that one of the problems facing teachers job performance is the poor development practices offered to them by principals (Egboka, 2018;Nwite, 2016).…”

The limiting power of Cypriot primary school teachers' private reflections on practice

“…(Four teachers out of six with a teaching experience of 17-18 years: A1, A2, A4, A6; two teachers out of six with an experience of 12-13 years: B1, B3). These teachers not only espoused examining practice until substantial changes are made but they either aligned espoused beliefs and actions after reflecting on practice or underpinned their practice with more appropriate theories-in-use (see Loizou 2011). On the contrary, the teachers, whose reported changes in practice had been analysed as insubstantial, had discrepancies between espoused beliefs and actions (see Table 2).…”

“…The study showed that the primary teachers whose reported changes in practice had been analysed as substantial had espoused beliefs about change in practice and professional exchange which were aligned with their actions (Loizou 2011). (Four teachers out of six with a teaching experience of 17-18 years: A1, A2, A4, A6; two teachers out of six with an experience of 12-13 years: B1, B3).…”

“…The study revealed that the kind of theories-in-use which underpin Cypriot primary teachers' practice and the kind of professional exchange in which they engage are the factors which will determine whether through their teaching 486 F. Loizou experience they will develop the ability to bring about substantial change in practice (Loizou 2011). In this study, changes were considered to be substantial when discrepancies between espoused beliefs and theories-in-use or between actions (theories-in-use) and outcomes were identified and met.…”

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In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice.

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