A Comparison of Perceived and Observed Learning From Professional Development
Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics
Bibliographic Data
| ID | 4307445 |
|---|---|
| Authors | Yasemin Copur-Gencturk (0000-0001-8819-3035, University of Southern California, Los Angeles, USA, corresponding author), Ian Thacker (0000-0002-2492-2929, University of Southern California, Los Angeles, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 2 |
| Pages | 138-151 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119899101 |
| OpenAlex | W3000266399 |
| Language | EN |
| Citations received | 10 |
| References cited | 44 |
The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher learning. The purpose of this study was to compare teachers' self-reported gains in mathematical knowledge for teaching with those measured by direct assessments. Quantitative analyses of the data collected from 545 teachers who participated in content-focused professional development programs indicated a lack of correlation between teachers' self-reports and direct assessments of their knowledge gains. Furthermore, different teacher-related factors were associated with the learning reported by these two measures. These findings speak to the need to pay careful attention to the outcome measures used to evaluate teachers' learning
Mathematics education · Pedagogy · Professional development · Professional learning community · Scale (ratio) · Teacher education · Educational Assessment and Improvement · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
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A conceptual analysis of five measures of metacognitive monitoring
Monitoring one's own knowledge during study
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Self-Assessment of Knowledge
Effects of Professional Development on Teachers’ Instruction
The Dunning–Kruger Effect
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
Flawed Self-Assessment
Measuring Instructional Practice
Unpacking Pedagogical Content Knowledge
The Psychology of Survey Response
Those Who Understand
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Learner-Centered Teaching
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The Enhancement Function of Staff Development
Measuring Usable Knowledge
What Makes Professional Development Effective? Results From a National Sample of Teachers
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
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An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
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| Unique citing works | 10 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |