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ERIC Number: EJ1142731
Record Type: Journal
Publication Date: 2017-Apr
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-0893
EISSN: N/A
Teachers' Cognitions Regarding Continuing Professional Development
Wyatt, Mark; Oncevska Ager, Elena
ELT Journal, v71 n2 p171-185 Apr 2017
It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined topics that may not relate to teachers' needs and interests, are still common in many national contexts, including the focus of this study, the Republic of Macedonia. Drawing on qualitative data elicited through a survey of Macedonian English language teachers, we explore teachers' cognitions regarding CPD and consider the extent to which these are aligned with government policy. Findings suggest that excessive top-down CPD can be demotivating, even in a context where some teachers may conceptualize CPD as essentially a top-down process. Recommendations are made for awareness-raising among teachers as to the benefits of bottom-up CPD and the inclusion of bottom-up strategies in teacher education.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Macedonia
Grant or Contract Numbers: N/A