Psychometric Properties of the Design-Based Professional Learning for Teachers Survey

Autor/inn/en	Chu, Man-Wai; Brown, Barbara; Friesen, Sharon
Titel	Psychometric Properties of the Design-Based Professional Learning for Teachers Survey
Quelle	In: Professional Development in Education, 48 (2022) 4, S.594-610 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1709219
Schlagwörter	Psychometrics; Teacher Surveys; Teacher Attitudes; Faculty Development; Instructional Design; Factor Analysis; Teacher Leadership; Teacher Collaboration; Evidence Based Practice; Teaching Methods; Learning Processes; Pedagogical Content Knowledge; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Faktorenanalyse; Lehrerfunktionsstelle; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This article describes the development process and provides psychometric properties of the Design-Based Professional Learning (DBPL) for Teachers Survey to measure teacher leaders' ratings of collaborative design and evidence-based work in their schools. Although there are other instruments that researchers could use to measure professional learning, most focus on professional learning as episodic events and on individual learning. Instruments do not consider the processes of design that occur during the professional learning session and in the time interval between sessions. Since a key component of DBPL is that teachers are continually designing learning tasks and analysing evidence-based work with peers during and in between sessions and researchers are continually gathering and analysing data to inform the ongoing design of the professional learning, many of the surveys designed for professional learning are not suitable for measuring DBPL. Exploratory and confirmatory factor analyses were used to support the claim of a three-factor structure underlying the survey items. As investment is made to provide educators with a way to engage with each other, along with researchers and mentors through an iterative process of design, enactment, evaluation, and redesign, this instrument may be useful in monitoring the progress of professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01