Continuing professional development designed as second-order action research
Outcomes and lessons learned
Bibliographic Data
| ID | 21600616 |
|---|---|
| Authors | Barbara Hanfstingl (0000-0002-2458-7585, Institute of Instructional and School Development, Alpen-Adria-Universitaet Klagenfurt, Klagenfurt, Austria, corresponding author), Malena Pflaum (Felsenland Klinik Dahn, Dahn, Germany) |
| Year | 2022 |
| Volume | 30 |
| Issue | 2 |
| Pages | 223-242 |
| Publication date | 2022-03-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1850496 |
| OpenAlex | W3109997140 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015–2017 with 20 graduates. The main objectives of the evaluation were to verify and maintain a good quality of the input and the possibility to bring this input into the daily work of teachers. Through the formative process orientation, we as program administrators were enabled to integrate many insights directly into the further development of the course. The described process shows how and to what extent PFL could be positively shaped by feedback from teachers and our reflection on it. In this way we were able to meet the needs of the participants without losing sight of PFL’s goal. Targeted interventions enabled us to achieve most of the two main objectives of the study
Action research · Business · Engineering ethics · Formative assessment · Mathematics education · Medical education · Pedagogy · Professional development · Psychological intervention · Computer Science · Engineering · Innovative Education and Learning Practices · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Teacher communities as a context for professional development
Qualitative Inhaltsanalyse
The Rurality of Continuing Professional Teacher Development (CPTD)
Challenges influencing teachers' involvement in continuous professional development
Teacher perspectives about lesson study in secondary school departments
Teaching Versus Teachers as a Lever for Change
Adopting an International Innovation for Teacher Professional Development
An Investigation of Teachers' Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |