Effective Professional Development for Teachers: A Checklist

Autor/in	Hunzicker, Jana
Titel	Effective Professional Development for Teachers: A Checklist
Quelle	In: Professional Development in Education, 37 (2011) 2, S.177-179 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Check Lists; Learning Activities; Adult Learning; Adult Students; Workshops; Professional Development; Teaching Methods; Faculty Development; Instructional Effectiveness; Active Learning; Professional Continuing Education; Cooperative Learning; Relevance (Education); Teaching Skills + Suchen Sie Ihr Suchwort? Checkliste; Lernaktivität; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Aktives Lernen; Berufsfeldbezogener Unterricht; Weiterbildung; Kooperatives Lernen; Relevance; Relevanz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to be applied once teachers return to their daily routine. Re-conceptualizing professional development to align with the needs of adult learners allows teachers to shift their efforts from a "one shot," "sit and get" model to one where teacher learning becomes part of the daily routine (Hunzicker 2010). As a group, adult learners approach learning with clear goals in mind, using their life experiences to make sense of new information. They are motivated by opportunities to address problems--and create solutions--that relate directly to their lives. They prefer open-ended learning activities and function best when they have a voice in the direction and pace of their learning. Therefore, effective professional development is anything that engages teachers in learning activities that are supportive, job-embedded, instructionally focused, collaborative, and ongoing. With these characteristics in place, teachers are more likely to consider professional development relevant and authentic, which makes teacher learning and improved teaching practice more likely. This article presents a checklist that can be used to assess any professional development activity in terms of its alignment to the needs of adult learners. Whether used as a planning tool, an in-progress survey or a final evaluation, the checklist serves as a guide for designing professional development that is more meaningful for teachers than a "one shot," "sit and get" presentation-style workshop. (Contains 1 table.) (ERIC).
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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10