The need for inservice training of teachers has increased as the
nature of schooling changes, and underlying philosophies,
structures and theories undergo revision. An understanding of
how teachers perceive inservice courses may assist in designing
inservice programs which best meet the needs of education
systems, schools and individual teachers.
This study examined teachers' perceptions of inservice as it
affects them in their schools, and their acceptance of different
content and structures of inservice models. It also examined
different groups within the teacher sample, to establish whether
differences in gender, the area of teaching they are involved in,
their years of teaching experience, or the number of inservice
courses they attend affect their perceptions.
The subjects for the study were a group of Kindergarten to Year
12 teachers from randomly sampled schools in the Western
Region of New South Wales Department of School Education.
The survey was completed by 304 respondents and a randomly
selected sub-sample participated in a semi-structured interview.
Results of the study shows generally that teachers do value the
impact of inservice courses, both in the classroom and on their
own sense of professional development, and that they have
preferences for particular content and models of inservice
courses.
| Identifer | oai:union.ndltd.org:ADTP/219088 |
| Date | January 1993 |
| Creators | Kemp, Rosslyn J., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Rosslyn J. Kemp |
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