A Grounded Theory Approach on Professional Development of Vocational Teachers

Autor/in	Miciuliene, Rita
Titel	A Grounded Theory Approach on Professional Development of Vocational Teachers
Quelle	In: European Journal of Educational Sciences, 10 (2023) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Vocational Education; Vocational Education Teachers; Faculty Development; Teacher Attitudes; Foreign Countries; Grounded Theory; Lithuania + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Lehrerverhalten; Ausland; Litauen
Abstract	Professional development of vocational teachers is perceived as an integral part of their professional activity. A lot of research has been conducted which has examined and evaluated the forms and strategies used to enhance vocational teachers' professional development, its performance and effectiveness in different contexts, mostly by applying quantitative research methods. A grounded theory approach was employed to develop a framework of the professional development process from the vocational teachers' perspective. The qualitative research design was based on five semi-structured group interviews with 48 vocational teachers from vocational education and training institutions in Lithuania. The findings show that vocational teachers feel the imperative for their professional development, which is caused by the progress of the technological and labour market, teacher generation change, and motivation. It occurs within the context of complicated financial distributions, careful planning and supervision, by adopting various means and forms for the PD (for example, occupation-related competence development). The learning strategies are influenced by the intervening factors such as the outdated training methods and the lack of continuity of the process. The main result of the PD of vocational teachers is sharing knowledge and helping colleagues. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01