Can a single, short continuing professional development workshop cause change in the classroom?

Abstract

A comparative review of the research literature regarding the effectiveness of continuing professional development (CPD) demonstrates that a range of different factors needs to be present if it is to have impact in the classroom and that short CPD episodes are unlikely to be effective. The Earth Science Education Unit approach to CPD had to be through short-duration workshops as science teachers were unwilling to undertake prolonged CPD in this relatively minor component of the science curriculum. Follow-up research on the Earth Science Education Unit approach, using a variant of the framework developed by Guskey, showed that all of the schools that responded had changed their practice, with changes ranging from significant to modest. Meanwhile, self-reporting evidence showed a highly positive response with increases in knowledge and understanding. The results of the evaluation suggest that short-duration, well-structured CPD episodes, based on practical and interactive science teaching ideas, presented to whole science departments by experienced presenters, can have long-term impact on those involved. IntroductionThe role of continuing professional development (CPD) for teachers in bringing about change in the classroom has been the subject of increasing scrutiny. Research has focused both on the nature of effective CPD and on how CPD can be evaluated most effectively. Review of the nature of effective CPDEvaluation of the effectiveness of CPD has been approached from different viewpoints within the professional development process, including the 'ingredients' that comprise effective CPD, the outcomes of effective CPD and the needs of teachers which effective CPD meets.The components of effective CPD were tackled systematically by Joyce and Showers (1988). They demonstrated that, for training to impact in the classroom, four components had to be included: exploration of theory, demonstration or modelling, practice under simulated conditions (including 'peer teaching'), and feedback. For that impact to be significant, coaching in the classroom was also necessary. Day (1999) reported seven common ingredients of successful CPD from a study of UK INSET by Steadman et al. (1995): inspiration (sharing visions), exposition (new content and ideas), discussion (and other activities to advance conceptual understanding), opportunities for cross-reference of standards (judging one's own position in relation to others), training in new skills, opportunities to experiment, and coaching (from advisory teachers and/or colleagues).Guskey (2000) recognised four principles common to effective CPD activities: a clear focus on learning and learners, an emphasis on individual and organisational change, small changes guided by a 'grand vision', and ongoing professional development that is procedurally embedded.Adey (2004, p. 194) listed 14 factors necessary for effective professional development, in four categories:1. The Innovation 1a. has an adequate theory-base 1b. introduces methods for which there is evidence of effectiveness 1c....

Standards in Literacy and Numeracy: Contributing Factors

“…It has been suggested that a coherent framework for the provision of quality CPD should be based on two requirements: the needs of individual teachers/schools, and the ability of a system to sustain the professional development program over time (Huber, 2011). In addition, the complexity involved in determining best-practice requires the consideration of a number of variables, including the effectiveness of CPD programs and their impact in the classroom (Lydon & King, 2009); the need for different approaches, such as collaborative enquiry (Fraser et al, 2007); an emphasis on embedding knowledge in practice, including the role of coaching, mentoring, and induction programs (Bezzina, 2006;Helmer, et al, 2010); and more sophisticated methods of evaluating professional development programs (Ingvarson et al, 2004). The 2008 TALIS survey sought to determine what type of professional development teachers undertook and what they perceived their future CPD needs to be.…”

Teacher learning in the context of a continuing professional development programme: A case study

“…Important features include integrating new knowledge teachers develop in their classroom practice, learning together with colleagues, and being actively engaged in meaningful discussion. Although knowledge of such features is very helpful for developing CPD programmes, and even though some positive results of well-structured CPD programmes have been found (Van den Bergh et al, 2014;Lydon & King, 2009), research on teachers' professional development generally yields disappointing results. Professional development activities have often been found to be ineffective or to be perceived as irrelevant by teachers (Lieberman & Pointer Mace, 2008;Opfer & Pedder, 2011).…”

“…Kelchtermans (2004) defines CPD as "a learning process resulting from meaningful interaction with the context (both in time and space) and eventually leading to changes in teachers' professional practice (actions) and in their thinking about that practice" (p. 220). Although meaningful interaction with the context takes time, under certain conditions relatively short CPD programmes can have long-term impact on those involved (Van den Bergh, Ros, & Beijaard, 2014;Lydon & King, 2009). Several review studies have been conducted in order to identify the features that increase the chance of CPD programmes for teachers resulting in effective professional development (e.g.…”

The professional development of teacher identities in Hong Kong: can a short-term course make a difference?

“…The negative views of teachers may account for the limited interest that Wilson and Berne (1999) claim has been shown in researching what they term 'traditional' forms of CPD. However, some of these negative impressions have been recently re-examined by Lydon and King (2009), who asked whether short-term CPD can result in changes within classrooms. The authors investigated the impacts of short, 90-minute workshops delivered within UK secondary schools to entire science departments.…”