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The Value of Inservice Degrees: teachers' long‐term perceptions of their impact
Author(s) -
Cope Peter,
Inglis Bill,
Riddell Sheila,
Sulhunt Omar
Publication year - 1992
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192920180307
Subject(s) - perception , promotion (chess) , term (time) , psychology , value (mathematics) , degree (music) , mathematics education , pedagogy , medical education , medicine , political science , mathematics , statistics , physics , quantum mechanics , neuroscience , politics , acoustics , law
Teachers' long‐term perceptions of the impact of two inservice degree courses were surveyed by distributing a questionnaire to those who had graduated between 2 and 11 years previously. The majority of responses indicated that the degree courses had been perceived to have had a significant effect on the thinking, confidence and promotion prospects of the teachers who had participated in them. The value of degree courses of a theoretical rather than an instrumental nature is discussed in the light of restricted funding for INSET. It is concluded that these types of inservice degree may not produce immediately quantifiable effects on the classroom practice of the teachers involved but that their long‐term consequences for the confidence and professionalism of teachers make them a worthwhile investment for the education service.