Teacher education and professional growth : teachers' perceptions

Abstract

The attempt to identify, analyse and reflect on the way teacher development is perceived by practitioners and how well they inter-relate theory with practice has a substantial history abroad. The main objective of this dissertation was to understand better the value and relevance behind the teacher education programmes and ongoing professional growth. The study was conducted between January- March 1999 and it was carried out by distributing 223 questionnaires amongst practitioners and by conducting 5 interviews. The questionnaire was designed to extract the main components that help teachers to make more explicit theory and practice whilst identifying the tasks and duties in today's teachers' role, examine skills that need further training. It was also designed to elicit suggestions of how the current Teacher Education Programme can be enhanced. A comparative study was administered between B.Ed. (Hons.) graduates and College-trained teachers in order to explore better their respective views. Meanwhile, the interviews were designed to obtain an in-depth picture of what professionalism encompasses and how the specified groups perceive this. Through the data analysis it was revealed that teachers lack professional perceptions in the light of all the components and areas identified according to patterns of priorities that emerged.