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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| _version_ | 1849695068138504192 |
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| author | Parbati Dhungana Bal Chandra Luitel Sigrid Gjøtterud Shree Krishna Wagle |
| author_facet | Parbati Dhungana Bal Chandra Luitel Sigrid Gjøtterud Shree Krishna Wagle |
| author_sort | Parbati Dhungana |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-9259a28cee6343b093e6b675e06d0ce5 |
| institution | DOAJ |
| issn | 2688-0261 |
| language | English |
| publishDate | 2021-02-01 |
| publisher | Specialty Publications |
| record_format | Article |
| series | Journal of Participatory Research Methods |
| spelling | doaj-art-9259a28cee6343b093e6b675e06d0ce52025-08-20T03:19:53ZengSpecialty PublicationsJournal of Participatory Research Methods2688-02612021-02-012110.35844/001c.18869Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory FrameworkParbati DhunganaBal Chandra LuitelSigrid GjøtterudShree Krishna WagleReflecting 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.https://doi.org/10.35844/001c.18869 |
| spellingShingle | Parbati Dhungana Bal Chandra Luitel Sigrid Gjøtterud Shree Krishna Wagle Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework Journal of Participatory Research Methods |
| title | Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework |
| title_full | Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework |
| title_fullStr | Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework |
| title_full_unstemmed | Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework |
| title_short | Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework |
| title_sort | context responsive approaches of for teachers professional development a participatory framework |
| url | https://doi.org/10.35844/001c.18869 |
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