Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model

Saunders, Rebecca B.

doi:10.1177/000494411205600206

Cited by 33 publications

(17 citation statements)

References 12 publications

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“…Occupational education and training is about developing special skills and talents regarding the sector (Gekara, Bloor, & Sampson, 2011). In the twenty first century, vocational education and training has a significant role in preparing the individuals for life and business (Rauner, Maclean, & Boreham, 2008;Saunders, 2012). Vocational education and training is highly important for the maritime industry.…”

Section: Introductionmentioning

confidence: 99%

Occupational Issues and Expectations of Turkish Deck Cadets

Yıldız¹,

Uğurlu²,

Yüksekyildiz³

2016

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Seafaring is one of the worldʹs most difficult professions. Seafarers have to face with many negative factors while they are at sea. These negative factors, makes the seafaring profession difficult to be preferred. Fatigue, stress, heavy weather conditions and lack of communication are some of these factors that affect seafarer's occupational continuity and also make contribution to occurrence of marine accidents. Cadet is one of the seafarers who will be a navigation officer and captain in the near future. That's why cadets have a significant role in maritime industry. Theoretical and practical training of cadets is very important. Purpose of this study was to examine deck cadets' training conditions and difficulties they have to face with during their training period. In order to identify these difficulties, render their lives during trainings easier, and establish their expectations, questionnaire conducted with 618 deck cadets. Interviews were carried out with 3 trainers and 10 maritime companies that have substantial shares in Turkey's maritime trade. As a result of this study identified factors that increase fatigue mostly, reduction measures have been exposed and have tried to offer solutions. This study is an advisory to improve the occupational continuity of cadets in the profession.

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Section: Introductionmentioning

confidence: 99%

Occupational Issues and Expectations of Turkish Deck Cadets

Yıldız¹,

Uğurlu²,

Yüksekyildiz³

2016

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“…There are 7 stages: Awareness (0), Informational (1), Personal (2), Management (3), Consequences (4), Collaboration (5), and Refocusing (6). The questionnaire has good reliability with a Cronbach's alpha of 0.64-0.83 and good test-retest reliability with a Pearson-r of 0.65-0.86 (Saunders, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…By gaining an understanding of both the change and the process of change, the CBAM model allows assurance that potential actions can be taken to facilitate successful change, and professional development activities, with the greatest potential impact, can be provided to those who are receiving the professional development (PD). Using the framework provided by the Concerns Based Adoption model increases the chances that the person(s) undergoing change will be positively impacted by professional development and systematic change (Saunders, 2012).…”

Section: Concerns Based Adoption Modelmentioning

confidence: 99%

Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates

Bullard¹,

Rutledge²,

Kohler-Evans³

2017

IRHE

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Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers' and teacher candidates' concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.

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“…Research on change generally accepts that change is a process, not an event, and that it takes time; change can be difficult for individuals and organisations; individuals begin to make changes which are later adopted by organisations (for example, see Saunders, 2012). While theories of change clearly highlight the importance of sustained change, much of the research on professional development suggests that evaluations take place very soon after the initiative has finished (Goodall, Day, Lindsay, Muijs, & Harris, 2005) and seldom attend to longer term or indirect benefits.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes

Joubert

Kenny

2018

African Journal of Research in Mathematics, Science and Technol

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This paper reports on the professional development of four mathematics teachers in South Africa. The four teachers all participated in a Mathematical Thinking (MT) course before taking an Advanced Certificate in Education (ACE) in mathematics. The research, which aimed to understand these teachers' ongoing professional development, took place two years after they had completed the ACE course, at a time when they were helping to run a subsequent MT course, taking the role of teaching assistants (TAs). The teachers provided written 'stories' of their experiences during and after the two courses and were interviewed twice after the two courses; the first interview drew on the stories and the second drew on the first interview. The qualitative data gathered were analysed using a three-part framework of outcomes: personal, professional and cultural/social. In terms of personal outcomes, they reported renewed confidence and passion for teaching mathematics, changed beliefs and values, and acknowledged new learning experiences; they did not, however, report on learning about mathematics, the curriculum or planning. In terms of professional outcomes, they reported changes in both their own classroom teaching practice and their approaches to leadership. Finally, there was little evidence of cultural/social outcomes, but participants reported on opportunities that had been offered to them and on new collaborations in their communities. We have called these 'community outcomes' and suggest that cultural/social outcomes might be renamed community outcomes so that it is extended to include these sorts of opportunities.

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Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model

Cited by 33 publications

References 12 publications

Occupational Issues and Expectations of Turkish Deck Cadets

Occupational Issues and Expectations of Turkish Deck Cadets

Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates

Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes

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