Journal ArticleDOI
Professional Development and Teacher Learning: Mapping the Terrain
TLDR
Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.Abstract:
Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.read more
Citations
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Journal ArticleDOI
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Reviewing the evidence on how teacher professional development affects student achievement
TL;DR: This paper found that teachers who receive sub-stantial professional development (an average of 49 hours in the nine studies) can boost their students' achievement by about 21 percentile points, and the effect size was fairly consistent across the three content areas reviewed.
Journal ArticleDOI
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation:
TL;DR: This article used a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers' knowledge and their ability to implement the program.
Journal ArticleDOI
Conceptualizing Teacher Professional Learning
V. Darleen Opfer,David Pedder +1 more
TL;DR: In this article, the authors adopt a complexity theory framework to review the literature on teachers' professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices.
Journal ArticleDOI
Reframing Professional Development Through Understanding Authentic Professional Learning
TL;DR: In this article, an alternative conceptualization of professional development is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades, and an argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Journal ArticleDOI
What Makes Professional Development Effective? Results From a National Sample of Teachers
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
Journal ArticleDOI
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning
Ralph T. Putnam,Hilda Borko +1 more
TL;DR: The authors argue that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986).
Journal ArticleDOI
Design Experiments in Educational Research
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
BookDOI
Handbook of Educational Psychology
TL;DR: The Handbook of Educational Psychology, Second Edition as discussed by the authors provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences.
Related Papers (5)
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning
Ralph T. Putnam,Hilda Borko +1 more