Teachers’ Perceptions about the Professional Growth Activities and Practices Provided by the School
Author : Dr. Chakerian Taline
Abstract :
This article is a study that aims at examining the perceptions of language arts and math teachers working at the Armenian High schools in Great Beirut area in Lebanon about the professional growth activities and practices provided by the school. It also aims at studying the applicability of the knowledge gained from these activities and practices; in addition to the obstacles that prevent teachers from applying the new knowledge gained. Finally, it aims at determining teachers’ suggestions about how to improve these activities and programs in order to help their professional growth. This study was qualitative and exploratory thus used interviewing to collect data and teachers’ point of view and the way they make meaning of the opportunities provided to them. Thus, the sample of the study included 10 teachers, from seven different Armenian schools who participated in an interview addressing their professional growth to analyze their perceptions regarding the growth activities provided by the school.
Results of the study revealed that although the majority of the teachers were appreciative about the one-time workshops and trainings offered to them during the year, yet what they really needed for their professional learning were more discussions with their peers about the trials and errors, in addition to an external mentor who would guide them personally in every step of the learning process. The researchers recommend that planning should not happen only before the trainings but also after the teachers have received the training in order to meet, reflect and plan the implementation process; teachers need intensive follow up until the process of learning has been completed.
Keywords :
Professional development, professional growth, teacher perception; school leaders, interconnected model
