Contextual factors which foster or inhibit para-teacher professional development: the case of an Indian, non-governmental organisation
Printer-friendly versionPDF versionTitle: Contextual factors which foster or inhibit para-teacher professional development: the case of an Indian, non-governmental organisation
Authors: Raval, Harini; McKenney, Susan; Pieters, Jules
Abstract: The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well-established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para- teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para-teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para-teachers. The research participants were twelve para-teachers and five management and administrative staff. Contextual factors included characteristics of para-teachers, classrooms and students from under-resourced settings; and the practices and policies found in a non-school educational setting, here a non-governmental organization., The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.
Description: Raval, H., McKenney, S., & Pieters, J. (in press). Contextual factors which foster or inhibit para-teacher professional development: the case of an Indian, non-governmental organisation
Authors: Raval, Harini; McKenney, Susan; Pieters, Jules
Abstract: The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well-established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para- teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para-teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para-teachers. The research participants were twelve para-teachers and five management and administrative staff. Contextual factors included characteristics of para-teachers, classrooms and students from under-resourced settings; and the practices and policies found in a non-school educational setting, here a non-governmental organization., The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.
Description: Raval, H., McKenney, S., & Pieters, J. (in press). Contextual factors which foster or inhibit para-teacher professional development: the case of an Indian, non-governmental organisation
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