Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.

Constructing expert knowledge: A case study of a top-level professional soccer coach

Abstract: The purpose of this paper is to provide an in-depth understanding of some of the ways in which one elite soccer coach has constructed, and continues to construct, his professional knowledge. By adopting a life-story approach the paper problematises the predominant rationality of much existing coaching research and questions the role of coach education programmes in the development of coaching knowledge. To accomplish this, the paper focuses on the life events of Steve Harrison, a 48-year-old professional soccer coach who currently works at Middlesborough Football Club. Specifically, it illustrates some of the dimensions of the dynamic social construction of coaching knowledge in a highly challenging, competitive environment. The paper is organised into three sections. In the first section, a rationale for a focus on coaches' knowledge is followed by a brief overview of the life-story method as used in this study. Second, Steve's story is presented, drawing upon excerpts from field-notes, interview transcr...

What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs

Abstract: Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty's satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy...

The Tie that Binds: Evidence-Based Practice, Implementation Science, and Outcomes for Children.

Abstract: A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still exists between evidence-based practice and the actual practices practitioners use in EI/ECSE programs. In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

International Handbook On The Continuing Professional Development Of Teachers

Abstract: Foreword, Tom Guskey Part 1: A Critical Overview Chapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth Sachs Chapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahon Part 2: Regional Case Studies Chapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran Sugrue Chapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren Little Chapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice Avalos Chapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith Robison Chapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan Penny Chapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David Tripp Part 3: CPD for Professional Renewal Chapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert Kelchtermans Chapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion Dadds Chapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John Elliott Chapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay

Teacher Concerns as a Basis for Facilitating and Personalizing Staff Development.

Abstract: Although some guiding concepts do exist, others that could be of real assistance to staff developers in designing and delivering relevant activities need to be developed. Staff developers must be able to meet the individual needs of teachers who face a wide variety of issues and problems. Diagnosing teacher needs and providing relevant staff-development activities is a major goal of the research on the change process that is being conducted at the Research and Development Center for Teacher Education at the University of Texas at Austin. Change aspects are constantly confronted with the technical problems of innovation adoption and the needs of individuals involved in the process. Although staff-development activities may not be targeted toward the adoption of a particular innovation,1 both staff developers and change agents face the problem of matching interventions with client needs.