ERIC Number: EJ1447167
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
How Teachers Develop Professionally: Strategies Used by High School Teachers in Taiwan
Teacher Development, v28 n5 p713-732 2024
This study used a constant comparative qualitative research method to explore formal and informal learning strategies teachers use to develop professionally and the impact these learning strategies have on their professional practices. Participants were selected through snowball sampling, consisting of 20 teachers from five high schools in Taiwan. Three were male, and 17 were female, with an average age of 43. The study found that participants' formal learning strategies include attending workshops and conferences and doing professional courses in colleges or online. Their informal learning strategies include discussions and sharing ideas with colleagues, using the internet to learn and search for information, reading reference materials, and reflecting on teachings and students' feedback. The impact of the learning on participants' professional practices includes improved subject content and professional knowledge, teaching and learning skills, classroom and time man agement skills, teaching and learning aid production skills, and collaboration and information-searching attitudes.
Descriptors: Foreign Countries, High School Teachers, Faculty Development, Informal Education, Nonformal Education, Educational Strategies, Educational Practices, Teacher Workshops, Learning Strategies, Online Searching, Reflective Teaching, Teacher Improvement
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A