The impact of short-term professional development on participant outcomes: a review of the literature

Lauer, Patricia A.; Christopher, Debra E.; Firpo-Triplett, Regina; Buchting, Francisco O.

doi:10.1080/19415257.2013.776619

Cited by 77 publications

(53 citation statements)

References 37 publications

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“…A recent review of literature suggested that short courses can achieve outcomes for individuals in education and human services (Lauer et al 2014). Conversely, when examining educational change and curriculum development, research suggests that collaborative follow-up activities are essential for achieving change (Timperley et al 2007, Brown andInglis 2013).…”

Section: Introductionmentioning

confidence: 97%

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Colmer

Waniganayake

Field

2015

Professional Development in Education

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A range of studies has demonstrated that collaborative professional development and learning (PD&L) is effective in implementing curriculum reform. PD&L that is contextualised within a specific setting enables educators to explore new theoretical perspectives, review existing knowledge and beliefs, and examine their current practice. This article reports on an investigation of how Australian early childhood centre directors understand and lead PD&L during a major reform of curriculum. Qualitative analysis was undertaken drawing on orienting concepts from the literature. Analysis of data collected from two focus groups of early childhood centre directors shows the importance of the director as overall educational leader but suggests that distributing leadership supports PD&L. Although directors articulated belief in the value of collaborative professional learning, individualised, one-off, external professional development events remained a common strategy. Directors' perceptions about managing curriculum reform, their understanding of leadership and PD&L, together with considerations of broader social and system influences such as organisational culture and structural arrangements are factors that contribute to professional learning. A model for a centre-based professional learning system is proposed.

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Section: Introductionmentioning

confidence: 97%

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Colmer

Waniganayake

Field

2015

Professional Development in Education

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“…Previous research also suggests the duration and intensity of training should match the content of what is being learned (Lauer et al 2014;Winton et al 2016;Zaslow et al 2010). A second policy implication of this study is the majority of online training offered by this provider at the time of the study appears to reflect this research base.…”

Section: Online Training Participants Offered Training and The Workmentioning

confidence: 99%

“…A second key factor to consider is the intensity and duration of training necessary to support the content of what is being learned (Lauer et al 2014;Winton et al 2016;Zaslow et al 2010). Single classes may be adequate for improving teachers' ability to appropriately engage in stand-alone activities to be performed in a standardized way across all settings.…”

Section: Matching Training With Learning Goalsmentioning

confidence: 99%

Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing

Ackerman

2017

ICEP

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“…Referring to the EPOSTL was one of the organizing modes for addressing both these challenges. In their article on professional development design and its impact on outcomes, Lauer, Christopher, Firpo-Triplett & Buchting (2014) report that teacher preparation programs that emphasize how to teach the target subject confer more benefits than those providing generic strategies.…”

Section: Certification Assessmentmentioning

confidence: 99%

Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

Schauber

2015

GIST

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For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL) 3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others. Keywords 119No. 11 (July -December 2015)Resumen Para muchos docentes en formación de inglés como segunda lengua extranjera y sus mentores, la teoría y la práctica guiada por el Portfolio Europeo para Futuros Profesores de Idiomas -EPOSTL, ocupa un papel importante y práctico en sus programas de preparación, al ser el núcleo fundamental para el desarrollo de conocimiento y competencias pedagógicas. La importancia del papel que juega la reflexión dialógica en este proceso, es analizado en un programa de formación de docentes de inglés como lengua extranjera en una Universidad suiza, el cual se basa en gran medida en EPOSTL para la sensibilización de los programas de desarrollo profesional docente. A pesar que EPOSTL contribuye de manera valiosa al conocimiento fundamental de los procesos de reflexión dialógica orientada, ciertos componentes del programa proporcionan más oportunidades para generar una reflexión andamiada en comparación con otras. Palabras clave: Inglés como lengua extranjera, EPOSTL, reflexión dialógicaResumo Para muitos docentes em formação de inglês como segunda língua estrangeira e seus mentores, a teoria e a prática guiada pelo Portfolio Europeu para Futuros Professores de Idiomas -EPOSTL ocupa um papel importante e prático nos seus programas de preparação, ao ser o núcleo fundamental para o desenvolvimento de conhecimento e competências pedagógicas. A importância do papel que joga a reflexão dialógica neste processo é analisada em um programa de formação de docentes de inglês como língua estrangeira em uma Universidade suíça, o qual se baseia em grande medida na EPOSTL para a sensibilização dos programas de desenvolvimento profissional docente. Apesar de que o EPOSTL contribui de maneira valiosa ao conhecimento fundamental dos processos de reflexão dialógica orientada, certos componentes do programa proporcionam mais oportunidades para gerar uma reflexão em comparação com outras.Palavras clave: Inglês como língua estrangeira, EPOSTL, reflexão dialógica schauber 120

show abstract

The impact of short-term professional development on participant outcomes: a review of the literature

Cited by 77 publications

References 37 publications

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing

Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

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