A Complex Dynamic Systems Approach to the Design and Evaluation of Teacher Professional Development

Autor/inn/en	Garner, Joanna K.; Kaplan, Avi
Titel	A Complex Dynamic Systems Approach to the Design and Evaluation of Teacher Professional Development
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.289-314 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garner, Joanna K.) ORCID (Kaplan, Avi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1879231
Schlagwörter	Systems Approach; Faculty Development; Program Design; Program Evaluation; High School Teachers; Science Teachers; Institutes (Training Programs); Summer Programs; Teacher Attitudes; Beliefs; Learning + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Sommerakademie; Sommerkurs; Lehrerverhalten; Belief; Glaube; Lernen
Abstract	Although teachers' learning has been increasingly recognised as nonlinear and contextually responsive, few studies have extended these understandings to the design and evaluation of professional development. In this case study, we examine nonlinear and contextual manifestations of high school science teachers' professional learning from a complex systems perspective. At a summer institute, we surveyed 22 teachers over eight days using a modified form of the Pedagogical Discontentment scale, and modelled the valence and salience of beliefs about learning, teaching goals, instructional self-efficacy, and intentions for practice using multidimensional scaling analysis. The analysis revealed cohort-level fluctuations in the psychological salience and relative overlap and separation among constructs that mirrored the particular daily foci of the institute. We consider theoretical and practical implications of adopting a complex systems approach to the design and evaluation of teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01