What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

Abstract

Teacher professional development has long been of interest since it affects teachers' learning, the practice of teaching, and student learning. In reality, as substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers' and students' outcomes. Therefore, it is imperative to use a solid framework evaluating professional development. Specifically, Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. Specifically, she represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers' knowledge, their practice, and finally students' learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development. Through this study, Desimone's framework has been supported by both theoretical literature and empirical studies. Furthermore, some implications were provided for policy makers and school leaders as well as for teachers in Korea.

Elaboración y validación de un cuestionario de Preocupaciones Profesionales sobre la Enseñanza de la Biología (PPEB)

“…Desde ese marco, compartimos la idea de que el DPD es uno de los aspectos más importantes en la mejora de la calidad de la enseñanza (Belland, Burdo y Gu, 2015;Desimone, 2009;Fraser, Kennedy, Reid y Mckinney, 2007;Kang, Cha y Ha, 2013;Maskit, 2011; San Antonio, Morales y Moral, 2011), y, particularmente, que sea efectivo; es decir, que promueva el aprendizaje del profesor, y, a su vez, cambios en la práctica de enseñanza y la mejora de los aprendizajes de los estudiantes (Desimone, 2009;Guskey 2002;Kang et al, 2013). Durante mucho tiempo, los estudios del DPD consistieron en documentar la satisfacción del profesor, así como sus cambios de actitud en el compromiso y en la innovación, focalizados en la idea de un déficit en el conocimiento y las habilidades del profesor (Desimone et al, 2002).…”

Design principles for professionalizing primary school teachers on promoting reading motivation

“…This means, for example, that a change in teachers' competence can lead to a change in teaching behavior or reciprocally. Desimone's model (2009) appears to be leading in the literature as can be seen in the work of other researchers who applied or adapted her model (Boston, 2013;Kang, Cha, & Ha, 2013;Labone & Long, 2016;Merchie et al, 2016;Van Veen et al 2012).…”

A Retrospective on Educational Policies and Their Implementation in the Vocational Teacher Education Provision / Osvrt na obrazovne politike i njihovu provedbu u obrazovanju strukovnih nastavnika

“…Moreover, it is important that teachers have not only educational experiences but also professional qualifications to work in industry, that is, pedagogical skills meeting industrial needs, with which it is possible for them to keep school curricula relevant to industrial requirements (Kemmis & Green, 2013). Several research results have explained that the components of teachers' competencies that determine students' comprehension are teacher learning, teaching practices, and student learning (Hattie, 2012;Kang, Cha, & Ha, 2013;Purković & Jelaska, 2014). Furthermore, according to TDA (2007), the competency of professional teachers is considered to be up to standard if they have thorough knowledge, good comprehension and teaching skills to fulfill any student's needs well and if they can explain any topic through the content of their lessons and curricula.…”