Evaluating teachers’ professional development initiatives: towards an extended evaluative framework

Abstract

Evaluating teachers' professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance with this framework, an overview of measurement instruments that are currently in use is provided. The study concludes with implications for educational research and developers of PDI.

Implementing theory in the design of a professional development course for honors teachers: A Teacher’s Road to Excellence

“…Taking this principle into account, several design principles that serves as guidelines can be formulated. (Van Veen et al, 2010;Merchie et al, 2016;Guskey & Yoon, 2009;Villegas-Reimers, 2003). The content of educational programs is related to the specific context in which the teacher works.…”

“…The quality of trainers also plays an important role in the success of training programs (Merchie et al, 2016). Trainers should have knowledge of adult learning theory and have experience in teaching students and training professionals (Principle 5).…”

“…Personal qualities and ideals should be the starting point of teacher development activities (Korthagen, 2017). By continuing to align the content and program to the participants' needs, and by adapting and adjusting the program if needed, participants will become co-owners of the process (Merchie et al, 2016;Guskey, 2002). This co-ownership will positively influence the teachers' intrinsic motivation (Ryan & Deci, 2000).…”

“…Professional development activities have to be consistent with research and have an evidence-based design of the programs (Principle 3) (Merchie et al, 2016;Van Veen et al, 2010). The methods chosen should be based on research; for example, using the last class to stimulate reflection and evaluation (Bleicher, 2011).…”

“…Professionalization activities should be aligned with participants' personal learning objectives, problems experienced in practice, and personal interests (Principle 2) (Van Veen et al, 2010;Merchie et al, 2016;Korthagen, 2017;Fullan, 2006;Villegas-Reimers, 2003). Personal qualities and ideals should be the starting point of teacher development activities (Korthagen, 2017).…”