Developing teacher in-service education through a professional development plan
Modelling the process
Bibliographic Data
| ID | 21496741 |
|---|---|
| Authors | Minna Körkkö (0000-0002-4248-1434, University of Lapland, corresponding author), Marja-Riitta Kotilainen (University of Lapland), Sanna Toljamo (University of Lapland), Tuija Turunen (0000-0001-8214-6035, University of Lapland) |
| Year | 2022 |
| Volume | 45 |
| Issue | 3 |
| Pages | 320-337 |
| Publication date | 2022-05-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2020.1827393 |
| OpenAlex | W3089716513 |
| Language | EN |
| Citations received | 7 |
| References cited | 19 |
This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers’ continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed thematically. The results showed that factors affecting the PDP process related mainly to structural and strategical work in schools. The lack of clear guidelines and support from principals and colleagues, as well as the absence of discussions on school strategy and its meaning for teachers’ professional development, negatively affected the PDP process. As a result, schools’ strategic planning only vaguely guided individual PDP processes. The results suggest that, for the successful implementation of a PDP process, schools’ strategic planning should be more clearly integrated with teachers’ PDPs in order to enhance their personal professional development in meaningful ways
Business · Faculty Development · Interview · Mathematics education · Medical education · Pedagogy · Professional development · Sociology · Teacher education · Computer Science · Educational and Psychological Assessments · Educational Assessment and Improvement · Engineering · Medicine · Psychology · Teacher Education and Leadership Studies
Continuing professional development in teachers
Teacher Professional Development in Changing Circumstances
Meta‐Synthesis of Professional Development Researches for In‐Service Science Teachers
Continuous Professional Development and Its Impact on Instructional Quality in Secondary Education Classrooms
Teacher continuous professional development in climate change education
Educational design research as a form of teacher professional learning
Leveraging the pedagogical nexus in CLIL professional development
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |