Developing high quality teachers is at the center of education reform and previous research has highlighted, high quality in-service teacher professional development leads to improved instruction, student learning, and ultimately promotes social equity. Using an Interpretive Phenomenological Analysis (IPA) theoretical framework, the voices and experiences of educators in Haiti were captured. This study reveals the following themes: 1) an opportunity for self-improvement, 2) an avenue for improving students learning, and 3) an approach to contributing to colleagues' development. An understanding of these themes from a cross-cultural perspective is provided with the objective that school personnel, receiving this population of students will develop an understanding of Haitian student's educational experiences.
|Original language||English (US)|
|Title of host publication||Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education|
|Number of pages||19|
|State||Published - Aug 24 2016|
ASJC Scopus subject areas
- Social Sciences(all)