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Evaluation of professional development: deploying a process focused model

[Zeitschriftenartikel]

Hanley, Pam; Maringe, Felix; Ratcliffe, Mary

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132598

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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 thus provides evidence for additional guidance in future collaborative professional development.
Thesaurusschlagwörter evaluation; change management
Klassifikation Lehrende, Erziehende, Lernende; Berufsforschung, Berufssoziologie
Methode Evaluation; empirisch
Freie Schlagwörter teacher development; professional development; science teacher
Sprache Dokument Englisch
Publikationsjahr 2008
Seitenangabe S. 711-725
Zeitschriftentitel International Journal of Science Education, 30 (2008) 5
DOI http://dx.doi.org/10.1080/09500690701854899
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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