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Voices of Haitian teachers: Teacher ...

Coupet, Sarah-Jane Quessa.

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Voices of Haitian teachers: Teacher perception of professional development in Haiti an interpretive phenomenological analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Voices of Haitian teachers: Teacher perception of professional development in Haiti an interpretive phenomenological analysis./
作者:	Coupet, Sarah-Jane Quessa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	192 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	Caribbean Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711509
ISBN:	9781321877762

Voices of Haitian teachers: Teacher perception of professional development in Haiti an interpretive phenomenological analysis.
Coupet, Sarah-Jane Quessa.

Voices of Haitian teachers: Teacher perception of professional development in Haiti an interpretive phenomenological analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 192 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ed.D.)--Northeastern University, 2015.

This item must not be added to any third party search indexes.

There are many efforts being made on an international scale to fill every classroom with qualified teachers. Developing quality teachers is at the center of education reform and researchers concur that quality in-service teacher professional development can lead to improved instruction and student learning. Currently, there is no empirical research on in-service professional development in Haiti. Subsequently, this qualitative study explores the lived experiences and perceptions of teachers in Haiti using an Interpretative Phenomenological Analysis (IPA) model. Since this population's experience has not been well represented in the literature, this study explored how teachers in Haiti experience and perceive their professional development. Grounded in theory of andragogy, and framed in Critical Race Theory (CRT), the researcher conducted semi-structured interviews with nine teachers in a semi-rural town in Haiti. The interviews were translated, transcribed, coded and analyzed; in addition, a reflexivity journal was maintained to capture the researcher's bias. The study reveal that teachers in Haiti perceived professional development as an: 1) opportunity for self-improvement 2) avenue for improving students learning through content knowledge and instructional practice, and 3) approach to contributing to colleagues development. This study suggested that teachers are both extrinsically and intrinsically motivated to participate in professional development seminars and to pursue higher education. This was noted to be for the improvement of student learning and to support their colleague's development. This study lends to research on teacher motivation, teacher learning and collaborative learning communities. Additional research is needed to address the type of professional development that is most beneficial to teachers and its application in rural regions of Haiti. Keywords: in-service teacher professional development, teacher professional development in Haiti, Interpretative Phenomenological Analysis, critical race theory, theory of andragogy.

ISBN: 9781321877762Subjects--Topical Terms:

1670141
Caribbean Studies.

Voices of Haitian teachers: Teacher perception of professional development in Haiti an interpretive phenomenological analysis.
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520 $a There are many efforts being made on an international scale to fill every classroom with qualified teachers. Developing quality teachers is at the center of education reform and researchers concur that quality in-service teacher professional development can lead to improved instruction and student learning. Currently, there is no empirical research on in-service professional development in Haiti. Subsequently, this qualitative study explores the lived experiences and perceptions of teachers in Haiti using an Interpretative Phenomenological Analysis (IPA) model. Since this population's experience has not been well represented in the literature, this study explored how teachers in Haiti experience and perceive their professional development. Grounded in theory of andragogy, and framed in Critical Race Theory (CRT), the researcher conducted semi-structured interviews with nine teachers in a semi-rural town in Haiti. The interviews were translated, transcribed, coded and analyzed; in addition, a reflexivity journal was maintained to capture the researcher's bias. The study reveal that teachers in Haiti perceived professional development as an: 1) opportunity for self-improvement 2) avenue for improving students learning through content knowledge and instructional practice, and 3) approach to contributing to colleagues development. This study suggested that teachers are both extrinsically and intrinsically motivated to participate in professional development seminars and to pursue higher education. This was noted to be for the improvement of student learning and to support their colleague's development. This study lends to research on teacher motivation, teacher learning and collaborative learning communities. Additional research is needed to address the type of professional development that is most beneficial to teachers and its application in rural regions of Haiti. Keywords: in-service teacher professional development, teacher professional development in Haiti, Interpretative Phenomenological Analysis, critical race theory, theory of andragogy.
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