Abstract
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 | Teacher Training and Professional Development |
| Subtitle of host publication | Concepts, Methodologies, Tools, and Applications |
| Publisher | IGI Global |
| Pages | 620-638 |
| Number of pages | 19 |
| Volume | 2 |
| ISBN (Electronic) | 9781522556329 |
| ISBN (Print) | 1522556311, 9781522556312 |
| DOIs | |
| State | Published - May 4 2018 |
Fingerprint
ASJC Scopus subject areas
- Social Sciences(all)
Cite this
We drank the cola in collaboration : Voices of Haitian teachers in Haiti. / Coupet, Sarah Q.; Nicolas, MarieGuerda.
Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. Vol. 2 IGI Global, 2018. p. 620-638.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - We drank the cola in collaboration
T2 - Voices of Haitian teachers in Haiti
AU - Coupet, Sarah Q.
AU - Nicolas, MarieGuerda
PY - 2018/5/4
Y1 - 2018/5/4
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85049462015&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049462015&partnerID=8YFLogxK
U2 - 10.4018/978-1-5225-5631-2.ch027
DO - 10.4018/978-1-5225-5631-2.ch027
M3 - Chapter
AN - SCOPUS:85049462015
SN - 1522556311
SN - 9781522556312
VL - 2
SP - 620
EP - 638
BT - Teacher Training and Professional Development
PB - IGI Global
ER -