Effects of teacher's professional development on the teacher's instructional practices in special education
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Date
2022
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Publisher
UMT Lahore
Abstract
The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include studying the use of special education teacher instructional practices in schools and studying the influence on the usage of education practices by professional development instructors. The quantitative research methodology was used to answer the research questions. The self-developed questionnaires with Likert scale from strongly disagree to strongly agree was utilized for data collection in this research. The majority of the respondents were from Lahore Division with experience of 3 years. Out of 205, majorities of the respondents who had completed teacher education and training had attended 1-2 training. The research found that there was no significant difference in the viewpoint of respondents on the basis of their division about the impacts of teachers' professional development on the teachers' instructional practices in special education. There is a considerable difference in the opinion of respondents regarding student-oriented practices as compared to organized practice. The correlation test indicates a reduced significant value (0.017) which is proof that with the rise of Professional development, the instructional practices become enhanced in special education. It was determined that gender was influenced by the usage of instructional practices in the classroom, but experience and qualification had no effect. Moreover, this research was intended to identify the effect of teachers' professional development on the teacher's instructional practices in special education. Studies should be directed to know the effect of these instructional practices on students' learning as well.