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首页> 外文期刊>SAGE Open >Perception of Teachersa?? Professional Development Needs, Impacts, and Barriers: The Abu Dhabi Case
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Perception of Teachersa?? Professional Development Needs, Impacts, and Barriers: The Abu Dhabi Case

机译：对老师的看法？专业发展的需求，影响和障碍：阿布扎比案例

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The article reports on findings from the TALIS (Teaching and Learning International Survey) 2013 study for Abu Dhabi which gathered teachersa?? views on teaching and learning with a focus on professional development. The aim of this study is to better understand teachersa?? perceptions of professional development needs and impacts as well as the barriers faced by teachers from secondary schools in Abu Dhabi. The study provides some insights into the variations of those perceptions relative to other independent variables such as teachersa?? age and gender, and type of schools. With regard to the perceived need for professional development activities, the most significant variation is observed with regard to public or private schools. With regard to the impact of those activities, male teachers almost consistently assign higher perceived impact scores than female teachers. Public schools also assign higher perceived impact scores for all activities that they participated in. However, female teachers assign significantly higher perceived barrier scores to five of the seven listed barriers to participating in professional development activities. The research has implications for professional development providers to ensure the effectiveness of professional development opportunities for educators in Abu Dhabi.
机译：本文报道了2013年针对阿布扎比的TALIS（国际教学研究）研究的结果，该研究聚集了教师们？以专业发展为重点的教学观。这项研究的目的是为了更好地了解教师。对专业发展需求和影响的认识，以及阿布扎比中学教师所面临的障碍。这项研究提供了一些洞见，这些观念相对于其他独立变量（例如教师）的变化。年龄和性别，以及学校类型。关于对职业发展活动的认识需求，在公立或私立学校中观察到最大的变化。关于这些活动的影响，男教师几乎始终比女教师分配更高的感知影响得分。公立学校还为参加的所有活动分配了较高的感知影响力分数。但是，女老师为参加职业发展活动列出的七个障碍中的五个分配了较高的感知障碍分数。该研究对专业发展提供者具有意义，以确保阿布扎比教育工作者的专业发展机会的有效性。

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