How do professionals learn and develop? Implications for staff and educational developers

Sharpe, Rhona

doi:10.4324/9780203416228_chapter_8

Cited by 23 publications

(18 citation statements)

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“…The finding of this study is also supported by the study carried out by Sharpe (2004) who found that the concept of action research as reflective practices regarded the teacher as a moral agent and an informed, knowledgeable practitioner. The distinctive nature of professional knowledge lies in the interplay between its construction and use.…”

Section: Discussionsupporting

confidence: 74%

Attitude of School Principals, Supervisors and Mentees towards Action Research as Reflective Practices

Gobena¹

2017

INT J INSTRUCTION

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This study was aimed to investigate the attitude of principals, supervisors and mentees towards action research as reflective practices in Postgraduate Diploma in Secondary School Teaching (PGDT). The samples used for this study consisted of 82 mentees, 38 Principals and 26 Supervisors taken from three clustered centres by using stratified random sampling technique for mentees and principals whereas availability sampling techniques were employed for supervisors. To make the interpretation of data sound and to the point, the researcher used descriptive statistics (mean scores and standard deviations) to describe the nature of the data and the characteristics of the sample. Moreover, inferential statistics (one way ANOVA) was employed to compare a significant mean differences exist between and within groups of the most likely value of the variables. The findings from this study revealed a statistically significance mean difference among mentees for lack of innovative methodologies, lack of instructional materials and lack of dedication from lecturers and attitudes towards action research as reflective practices in the case of Haramaya clustered centre. Therefore, principals and supervisors of the implementing unit of the system should act morally, practically, professionally, ethically, responsibly and critically so as to accommodate professional need of the nation to bring behavioural changes and quality education for the Ethiopian children.

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Section: Discussionsupporting

confidence: 74%

Attitude of School Principals, Supervisors and Mentees towards Action Research as Reflective Practices

Gobena¹

2017

INT J INSTRUCTION

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“…In recent studies it has been shown that informal learning is more important for university teachers' development than formal training (Knight et al, 2006;Nicholls, 2005;Sharpe, 2004;Viskovic, 2006). The argument is that the main location of educational development activities should therefore be the workplace where the informal learning of teachers occurs.…”

Section: Courses As a Means For Educational Developmentmentioning

confidence: 95%

Developing medical teachers’ thinking and practice: impact of a staff development course

Weurlander

Stenfors

2008

Higher Education Research & Development

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“…If there is no single accepted model of professional development for HE teachers (Sharpe, 2004) this presents particular challenges in putting together a programme to meet the needs of new colleagues coming from varied professional backgrounds -and not just, as in prior studies, from a research background.…”

Section: Literaturementioning

confidence: 99%

The impact of a Postgraduate Certificate in Teaching in Higher Education on university lecturers appointed for their professional expertise at a teaching-led university: ‘It’s made me braver’

Butcher

Stoncel

2012

International Journal for Academic Development

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How do professionals learn and develop? Implications for staff and educational developers

Cited by 23 publications

References 0 publications

Attitude of School Principals, Supervisors and Mentees towards Action Research as Reflective Practices

Attitude of School Principals, Supervisors and Mentees towards Action Research as Reflective Practices

Developing medical teachers’ thinking and practice: impact of a staff development course

The impact of a Postgraduate Certificate in Teaching in Higher Education on university lecturers appointed for their professional expertise at a teaching-led university: ‘It’s made me braver’

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