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Teachers’ perceptions of the impact of professional development on learning and teaching in a developing nation


Mohan, PP and Chand, DD and Lingam, GI, Teachers' perceptions of the impact of professional development on learning and teaching in a developing nation, Australian Journal of Teacher Education, 42, (11) pp. 18-33. ISSN 0313-5373 (2017) [Refereed Article]


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Copyright 2017 the Authors

DOI: doi:10.14221/ajte.2017v42n11.2


This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation of PD. Overall, the teachers’ perceptions had validated that teachers engaged in productive PD tend to work together with their colleagues to improve student learning. This study provides information on the PD needs of the teachers in Fiji, which could benefit developing nations and beyond.

Item Details

Item Type:Refereed Article
Keywords:professional development, Ministry of Education, learning and teaching, impact, perceptions, rural, urban, Fiji
Research Division:Education
Research Group:Education systems
Research Field:Secondary education
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Mohan, PP (Mr Parmeshwar Mohan)
UTAS Author:Chand, DD (Mrs Deepa Chand)
ID Code:122545
Year Published:2017
Web of Science® Times Cited:5
Deposited By:Education
Deposited On:2017-11-16
Last Modified:2018-06-21
Downloads:91 View Download Statistics

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