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ERIC Number: EJ916257
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1598-1037
The Role of Schools' Perceived Human Resource Policies in Teachers' Professional Development Activities: A Comparative Study of Innovations toward Competence-Based Education
Seezink, Audrey; Poell, Rob
Asia Pacific Education Review, v12 n1 p149-160 Mar 2011
The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: "maintaining knowledge base", "applying and experimenting", "reflection", "collaboration", and "activities indirectly related to teaching practice". Teachers' professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A