Discriminating participants and non-participants in continuing professional education: The case of teachers

Discriminating participants and non-participants in continuing professional education: The case of teachers

• Mok, Yan Fung Dept. of Education, University of Hong Kong
• Kwong, Tsz Man School of Professional and Continuing Education, University of Hong Kong

International Journal of Lifelong Education, 18(6), 505-519, 1999

Routledge

1999

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PC Society & Education
• C Psychology & Learning
  • CC Motivation of Learning

Comparative Analysis Foreign Countries Inservice Teacher Education Learning Motivation Predictor Variables Professional Continuing Education Secondary School Teachers Socioeconomic Status Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/026013799293559]

• English

Journal Articles

• 02601370

• 10.1080/026013799293559

https://bibliography.lib.eduhk.hk/en/bibs/7b3664ce

2010-09-08