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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/140821


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    題名: Perspectives on the barriers to and needs of teachers` professional development in the Philippines during COVID-19
    作者: 秦夢群;莊俊儒
    Chin, Joseph Meng Chun;Ching, Gregory S.
    Castillo, Fides del;Wen, Tzu-Hsing;Huang, Yu-Chen;Castillo, Clarence Darro del;Gungon, Jenny Lynn;Trajera, Sheilla M.
    貢獻者: 教育系
    關鍵詞: teacher professional development;information technology literacy;remote teaching and learning;Philippines;COVID-19
    日期: 2021-12
    上傳時間: 2022-07-07 11:19:20 (UTC+8)
    摘要: Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.
    關聯: Sustainability, Vol.14, No.1, pp.1-24
    資料類型: article
    DOI 連結: https://doi.org/10.3390/su14010470
    DOI: 10.3390/su14010470
    顯示於類別:[教育學系] 期刊論文

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