A study to identify the professional development needs of teachers H.M.G.D.Herath Marie Perera Teacher Centre Dept. of Humanities Education Nikaweratiya University of Colombo

Background Low performance at Examinations. (Documentary analysis – G.C.E. (O.L) and G.C.E.(A.L) result analysis, Department of Examinations) Teaching learning process is not planned to cater to the needs of all the pupils in the class. (Observations, discussions) A necessity of upgrading the teaching learning process of English language classroom. A necessity of a grass root level inquiry to identify the professional development needs of the teachers.

Review of research Teacher professional development needs are not identified. Teacher professional development needs should be identified at school level with collaboration of external institutions. (Education Sector Development Framework and Programme, 2007) The constant and ongoing search for ways to improve their own teaching and learning environments is the worthy occupation of excellent teachers (Miller,B. 2010)

Objectives Examining the teachers’ understanding of professionalism Identifying the prevailing professional development needs Identifying the expected support for professional development

Methodology - Focus group semi- structured interview Need survey - Pilot test of the questionnaire (Questionnaire: an adaptation of the need survey questionnaire of American Psychological Association and OECD Teaching and Learning International Survey (TALIS) - Focus group semi- structured interview

professional development activities Findings & discussion Participation in professional development activities Participation Impact Yes % No A small Moderate A large Courses/ workshops (on subject matter,/ methods,/ other education-related topics) 90 10 - 11 44 45 Education conferences or seminars ( where teachers and/ or researchers present their research results & discuss education- related issues) 30 70 100 Qualification programmes ( degree programmes, etc.) 67 33 Observation visits to other schools 20 80 Participation in school level quality circles ( where all the teachers of English of the school meet specifically for the professional development of teachers) 12 Individual or collaborative research on a topic of interest 50 Mentoring and/or external supervision and coaching 60 40 17 66 Peer observation and feedback sessions

What are your teaching learning related problems that need immediate care? “ Specially, boys do not pay their attention on learning “ No professional body (ISA) to get advice” “Some classes are over populated” “I face difficulties in teaching grammar lessons in an effective way.” “ I have to handle two kinds of students in my school. Both maladjusted and brighter ones. It’s straightly affect for final result of brighters” “Student discipline and behaviour problems should be immediate cared” “ I want to learn how to teach for differently abled students”

References - Coalition for Psychology in Schools and Education References - Coalition for Psychology in Schools and Education. (2006, August). Report on the Teacher Needs Survey. Washington, D.C.: American Psychological Association, Center for Psychology in Schools and Education. - Department of Education, Faculty of Arts, University of Peradeniya (2007), The study on school based teacher development programmes : Theme II of the Education Sector Development Framework and Programe - Ministry of Education. (2013). Sri Lanka Education Information

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