The sustainability of change in teacher beliefs and practices as a result of an overseas professional development course

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article examines whether there are changes in students’ teaching practices as a result of their experiencing an overseas professional development course (PDC); the process of any such changes; and whether any changes found are sustainable in the long term. Three forms of data gathering are used, lesson observation, in-depth interviews, and email correspondence, in order to compare and capture the fluidity of changes over time. Results indicate that the teachers’ fundamental belief in certain concepts of teaching and learning did indeed change, but ultimately certain teaching practices could not be altered in the teachers’ home country due to the reality of its assumptions about teaching. Copyright © 2013 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)152-168
JournalJournal of Education for Teaching
Volume39
Issue number2
Early online dateFeb 2013
DOIs
Publication statusPublished - Apr 2013

Fingerprint

teaching practice
overseas
sustainability
Teaching
teacher
interview
learning
Group
student
time

Citation

Wong, R. (2013). The sustainability of change in teacher beliefs and practices as a result of an overseas professional development course. Journal of Education for Teaching, 39(2), 152-168.

Keywords

  • Sustainability
  • Teaching practice
  • Conceptual change
  • Professional development course