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

页码：143 / 168

页数：26

共 50 条

[21] Helping teachers to develop competence criteria for evaluating their professional development
Peacock, A
Rawson, B
[J]. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 2001, 21 (02) : 79 - 92
[22] Towards a Framework for Effective Mathematics Continuous Professional Development
Kaino, Luckson Muganyizi
[J]. INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2015, 8 (01) : 223 - 228
[23] Professional Development Through Reflective Practice: A Framework for TESOL Teachers
Farrell, Thomas S. C.
Macapinlac, Melanie
[J]. CANADIAN JOURNAL OF APPLIED LINGUISTICS, 2021, 24 (01) : 1 - 25
[24] The impact of a professional development programme on teachers' attitudes towards inclusion
Male, Dawn
[J]. SUPPORT FOR LEARNING, 2011, 26 (04) : 182 - 186
[25] Towards systemic professional development: Teachers as E-designers
Forsyth, L
Mulholland, G
Schaverien, L
[J]. ICLS2004: INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES, PROCEEDINGS: EMBRACING DIVERSITY IN THE LEARNING SCIENCES, 2004, : 599 - 599
[26] Conceptual Framework for Teachers' Professional Development Design in the Era of Digitalization
Tregubova, Tatiana M.
Shibankova, Liutsiia A.
Kats, Alexandra S.
[J]. VI INTERNATIONAL FORUM ON TEACHER EDUCATION, 2020, : 2595 - 2608
[27] The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals
Avidov-Ungar, Orit
Ezran, Eliat
[J]. LEADERSHIP AND POLICY IN SCHOOLS, 2020, 19 (02) : 190 - 208
[28] Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers
Toth, Agnes N.
Szivak, Judit
[J]. INTERNATIONAL JOURNAL OF INSTRUCTION, 2022, 15 (03) : 733 - 750
[29] Aboriginal Health Human Resources Initiatives: Towards the Development of a Strategic Framework
McBride, Wendy
Gregory, David
[J]. CANADIAN JOURNAL OF NURSING RESEARCH, 2005, 37 (04) : 89 - 94
[30] Professional Development for Elementary School Teachers in Nutrition Education: A Content Synthesis of 23 Initiatives
Peralta, Louisa R.
Werkhoven, Thea
Cotton, Wayne G.
Dudley, Dean A.
[J]. HEALTH BEHAVIOR AND POLICY REVIEW, 2020, 7 (05): : 374 - 396

← 1 2 3 4 5 →