Mind the Gap
How Teachers' Professional Development Preferences Relate to Scientific Recommendations
Datos Bibliográficos
| ID | 3250359 |
|---|---|
| Autores | Martin Ehlert (0000-0002-8772-8058, University of Münster, autor de correspondencia), Elmar Souvignier (0000-0001-7962-7428, University of Münster) |
| Año | 2024 |
| Volumen | 14 |
| Número | 3 |
| Fecha de publicación | 2024-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | SAGE Open (JOURNAL) |
| Identificadores de la revista | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241276172 |
| OpenAlex | W4402410870 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 41 |
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recommendations for effective PD. In line with scientific recommendations, teachers generally preferred coherent PD with a clear content focus and collective participation. However, there were large differences between individual teachers' preferences as well as between PD features. A striking discrepancy between research and practice was found for PD duration: Most teachers preferred one-shot workshops (six contact hours at most). Surprisingly, teachers barely differed in their PD preferences for interventions of varying complexity, indicating that teachers have clearly defined notions of PD. Regression analyses on individual and contextual factors did not yield systematic results to explain teachers' PD preferences. In sum, teachers' desired short duration, their lacking awareness of adjusting PD for interventions of varying complexity, and individually significant deviations from scientific recommendations for PD make it necessary to clearly communicate evidence-based standards to teachers-and policymakers
Cognitive psychology · Faculty Development · Mathematics education · Pedagogy · Professional development · Educational Assessment and Pedagogy · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Learning Policy
Early teacher perceptions and later student academic achievement.
Teachers’ professional development
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
Calculating and reporting effect sizes to facilitate cumulative science
G*Power 3
Teacher Efficacy
Effective Teacher Professional Development
Those Who Understand
Elaborating a model of teacher professional growth
Inservice training or professional development
Professional development to promote schoolwide inquiry
Effective professional development in implementation processes – the teachers' view
Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes
Professional Development and Teacher Learning
Preparing Teachers to Design Sequences of Instruction in Earth Systems Science
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
A power primer
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |