Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

Autor/inn/en	Pow, Jacky; Wong, Marina
Titel	Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching
Quelle	In: Journal of Education and Training Studies, 5 (2017) 8, S.68-76 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Small Classes; Curriculum Implementation; Work Environment; Performance Factors; Faculty Development; Professional Continuing Education; Teacher Surveys; Teacher Attitudes; Adoption (Ideas); Questionnaires; Knowledge Base for Teaching; Achievement Gains; Teaching Experience; Praxis; Elementary School Teachers; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Arbeitsmilieu; Leistungsindikator; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; Ideas; Ideenfindung; Fragebogen; Teaching theory; Theory of teaching; Unterrichtstheorie; Achievement gain; Leistungssteigerung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hongkong
Abstract	It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers' participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers' concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01