Advancing Teacher Growth: Webinar Highlights Key Professional Development Needs of Secondary School Teachers
The Centre for Innovation in Educational Practice and Research (CIEPR) at Samtse College of Education hosted a webinar on the professional development (PD) needs of secondary school teachers. The event was led by Centre Coordinator Tshering Dorji and Dr. Kinley Seden and attended by 33 participants, including Bhutanese scholars abroad, District Education Officers, school teachers, and faculty members of the college.
The webinar focused on sharing the findings of a need analysis study aimed at identifying the actual PD needs of secondary school teachers, as well as their perceived benefits and challenges. Key findings emphasized the importance of PD, particularly the need for high-quality PD programs and effective follow-up and support systems to ensure successful implementation.
During the discussion session, participants raised significant points. One participant questioned the exclusion of stakeholders from the Ministry of Education and Skills Development (MoESD) as research participants, given their role in developing PD programs for teachers. The research team clarified that the study focused specifically on understanding teachers’ PD needs but assured that the report would be shared with the ministry.
Another key discussion centered on the importance of addressing subject-specific PD needs for teachers. The research team acknowledged the criticality of this issue but explained that the study’s focus was on four broader areas: instructional field development, scientific field development, personal development, and organizational development. They noted that subject-specific PD could be explored in future studies.
Additionally, a participant observed that PD in its current form often follows a traditional and hierarchical approach, failing to incorporate the concept of professional learning, which prioritizes teachers’ active engagement and agency in their growth. This was acknowledged as an area for reflection and improvement.
The discussion also emphasized the critical role of school leaders in motivating teachers to pursue professional development (PD) and supporting innovative practices. Dr. Tshewang Rabgay inquired whether the study had captured data related to this aspect. In response, the research team acknowledged that teachers had highlighted the pivotal role of school leaders in fostering motivation and creating an environment conducive to professional growth. The team elaborated that effective leadership plays a significant part in encouraging participation in PD activities, providing necessary resources, and recognizing teacher efforts, all of which contribute to the success of PD initiatives.
The webinar concluded with an expression of gratitude to all participants for their time and contributions, reinforcing the importance of the centre’s initiative in advancing teacher professional development.
