An in-depth analysis of teacher continuing professional development : a case study

Abstract

This research study explored the views and perceptions that teachers and school leaders have in relation to the area of continuing professional development. In a context of major reform it is imperative to understand how people feel about the area, the possibilities that exist and the constraints encountered as teachers engage to make learning meaningful to them. The study was undertaken through a case study approach in a primary school setting in the southern part of Malta. It involved semi-structured interviews with three different focus groups. These involved, the School Management Team in one focus group, all Year two teachers and all Year five teachers in another two focus groups. These interviews resulted in taking a more closer look at what both school leaders and teachers think about the concept of professional development. All the participants interviewed value and deemed professional development as important in their life, however, the majority do not consider taking part in voluntary programmes. It was clearly seen that teachers felt the need for some adjustments and improvements in the local educational system with regards to professional development of teachers. Various recommendations were given to both teachers and head of schools as well as to the Education Directorate in order to improve professional development in the local context.