Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework
Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional action-reflections, created contextually relevant environments for improvi...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Specialty Publications
2021-02-01
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| Series: | Journal of Participatory Research Methods |
| Online Access: | https://doi.org/10.35844/001c.18869 |
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| Summary: | Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional action-reflections, created contextually relevant environments for improving teachers’ professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers’ growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers’ professional development. |
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| ISSN: | 2688-0261 |