Teachers' beliefs about using a professional development plan

Abstract

Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how use is perceived by users. Some teachers may doubt the usefulness and purpose of a PDP, and this might influence their reactions to its introduction. Using Fishbein and Ajzen's theory of planned behaviour, the current study explored teachers' characteristics (such as age and years of experience in education) and their beliefs about intention to use a PDP. Clusters of teachers with similar characteristics and beliefs were identified to permit the design of interventions specific to each cluster. Semi-structured interviews were conducted to reveal these beliefs and characteristics for a sample of 41 teachers working in schools where using a PDP was mandatory. The results showed that most teachers had a positive attitude towards using a PDP. However, because using a PDP was mandatory, they felt pressured to produce one. Moreover, it was not a priority. This was because of their high workload. The present study contributes to the literature by adding knowledge of teachers' beliefs about the use of PDPs. This knowledge may help the PDP to become a more effective device in promoting teachers' professional development.❒ Sandra Janssen, Educational consultant/teacher,

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

“…Such discussions are necessary because "a lack of a clear understanding of the purpose and ownership of a portfolio constitutes a serious flaw in the process" (Imhof & Picard, 2009, p. 153). Janssen et al (2013) affirm that "it is therefore important to be clear about the ownership of the [portfolio] and give teachers the opportunity to decide how they want to use it for their career" (p. 274). Even while underscoring the appraisal purpose of a portfolio, it is still fundamental for management "to make it clear that it is used to support self-regulated learning" (Janssen et al, 2013, p. 274).…”

“…Firstly, successful implementation relies on adapting the portfolio to the local context (Kurita, 2013). Secondly, when teachers are involved in a process of consultation about the development and implementation of a portfolio system then they are much more likely to be persuaded of its benefits (Janssen et al, 2013).…”

Ar Lietuvos mokytojams vis dar reikia tobulinti kvalifikaciją?

“…Lietuvos mokslo literatūroje nerasta publikacijų, plačiau analizuojančių organizacinius mokytojų kvalifikacijos tobulinimo aspektus, t. y. sąlygas, kurios leistų mokytojams gauti tikrai kokybišką kvalifikacijos tobulinimo paslaugą ir sudarytų są-lygas ugdyti jų praktinėje veikloje būtinas kompetencijas. Užsienio mokslo spaudoje tokių publikacijų esti (LaCursia, 2011;reeves, Pedulla, 2013;Janssen, Kreijns, Bastiaens, Stijnen, Vermeulen 2013;Hilton, Hilton, Dole, Goos 2015 ir kt. ).…”

Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

“…As resources were consulted to identify professional learning models that would contribute to the success of such a program (i.e. Janssen et al, 2013;Spires et al, 2012), there were none that mirrored this implementation in scale and scope.…”

“…When teachers had little voice or choice in their learning experience or development of learning plans, they felt the learning was dictated rather than led by them which impacted their efficacy towards implementing their plans (Janssen, Kreijns, Bastiaens, Stijnen, & Vermeulen, 2013). Existing research on teacher self-efficacy and technology integration makes it clear that PL experiences that engage teachers in translating learning into practice are important for the success of large-scale technology implementations Janssen et al, 2013;Schnackenberg & Still, 2014;Spires et al, 2012).…”