Evaluation of Professional Development: Deploying a Process-Focused Model

Autor/inn/en	Hanley, Pam; Maringe, Felix; Ratcliffe, Mary
Titel	Evaluation of Professional Development: Deploying a Process-Focused Model
Quelle	In: International Journal of Science Education, 30 (2008) 5, S.711-725 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Teacher Improvement; Professional Development; Science Instruction; Interviews; Qualitative Research; Program Evaluation; Instructional Development; Foreign Countries; Cooperative Planning; Formative Evaluation; Teacher Attitudes; Program Attitudes; Models; Israel; United Kingdom + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Qualitative Forschung; Programme evaluation; Programmevaluation; Teaching improvement; Unterrichtsentwicklung; Ausland; Lehrerverhalten; Analogiemodell; Großbritannien
Abstract	This evaluation used a change transition model to explore the processes of development of a three-phase professional programme devised by two teams of researchers to support teachers' expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and with teachers at the end of phases two and three (11 interviews) formed the main data set. The four features of the change transition model--trigger, vision, conversion, maintenance--were used as a framework for analysis of the qualitative data. Four themes emerged as contributing to the success of the process of development of the programme: establishing a shared vision of the goals of the programme and its outcomes; maintaining flexibility in implementing the phases and details of the programme; negotiating common understanding with participants; and ensuring fruitful collaboration in planning and implementation. The demands of attending to all of these features should not be underestimated in any successful developmental process. The evaluation therefore provides evidence for additional guidance in future collaborative professional development. (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10