Evaluating teachers' professional development initiatives: towards an extended evaluative framework

被引：68
|
作者：
Merchie, Emmelien [1 ]
Tuytens, Melissa [1 ]
Devos, Geert [2 ]
Vanderlinde, Ruben [1 ]
机构：
[1] Univ Ghent, Dept Educ Studies, Ghent, Belgium
[2] Univ Ghent, Dept Educ Studies, Educ Adm, Ghent, Belgium
来源：
RESEARCH PAPERS IN EDUCATION | 2018年 / 33卷 / 02期
关键词：
Teacher professional development initiatives; evaluation; extended framework; measurement instruments; CONTENT KNOWLEDGE; SCIENCE; IMPACT; SCHOOL; MATHEMATICS; INTERVENTION; TECHNOLOGY; INSTRUCTION; EXPERIENCES; LITERACY;
D O I：
10.1080/02671522.2016.1271003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Evaluating teachers' professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance with this framework, an overview of measurement instruments that are currently in use is provided. The study concludes with implications for educational research and developers of PDI.
引用
收藏
页码：143 / 168
页数：26
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