ABSTRACT

A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to identify similarities and distinctions in teacher perceptions regarding commonly agreed-upon characteristics of effective PD. Data used in this analysis were from the Teaching and Learning International Survey (TALIS) 2018, which consisted of 113,667 lower secondary (e.g., grade 7 through 9) teachers from 45 education systems. The LCA identified four classes of teachers who shared similarities in their perceptions. The researchers labelled the four categories as Low-Perception-Space/Time Rater (37.66%), High-Perception Rater (31.35%), Mixed-Perception Rater (15.55%), and Low-Perception Rater (15.44%). Results showed that a significant discrepancy existed in teacher perceptions of PD programmes that were school-embedded and extended. Additionally, cross-nation analyses revealed an evident difference in the distribution of class membership across education systems. Considering these findings, we provide implications for future research investigating how to design PD that supports personalised learning experiences.

摘要

大量的经验研究已使研究人员确定了表明有效职业发展（PD）的关键特征。但是，很少有研究涉及教师在国际环境中对PD特征的理解。本文报告了一项探索性研究，该研究利用隐性课堂分析（LCA）来确定教师关于有效PD普遍认可的特征的看法的异同。该分析中使用的数据来自2018年国际教与学调查（TALIS），该调查由来自45个教育系统的113,667名初中（例如7至9年级）教师组成。LCA确定了四个班级，他们在观念上有相似之处。研究人员将这四个类别标记为低感知空间/时间评分器（37.66％），高感知评估者（31.35％），混合感知评估者（15.55％）和低感知评估者（15.44％）。结果表明，教师对学校嵌入和扩展的PD课程的理解存在显着差异。此外，跨国家的分析揭示了整个教育系统中班级成员分布的明显差异。考虑到这些发现，我们为未来的研究提供了启示，研究如何设计支持个性化学习体验的PD。跨国分析显示，整个教育系统中班级成员的分布存在明显差异。考虑到这些发现，我们为未来的研究提供了启示，研究如何设计支持个性化学习体验的PD。跨国分析显示，整个教育系统中班级成员的分布存在明显差异。考虑到这些发现，我们为未来的研究提供了启示，研究如何设计支持个性化学习体验的PD。