Factors Affecting the Impact of Professional Development Programs on Teachers' Knowledge, Practice, Student Outcomes & Efficacy

Autor/inn/en	Ingvarson, Lawrence; Meiers, Marion; Beavis, Adrian
Titel	Factors Affecting the Impact of Professional Development Programs on Teachers' Knowledge, Practice, Student Outcomes & Efficacy
Quelle	In: Education Policy Analysis Archives, 13 (2005) 10, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Professional Development; Educational Practices; Performance Factors; Self Efficacy; Knowledge Base for Teaching; Policy Analysis; Teacher Competency Testing; Teacher Surveys; Participant Satisfaction; Transfer of Training; Predictor Variables; Foreign Countries; Instructional Effectiveness; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Bildungspraxis; Leistungsindikator; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Politikfeldanalyse; Training; Transfer; Ausbildung; Prädiktor; Ausland; Unterrichtserfolg; Australien
Abstract	This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes. (Contains 1 table, 1 figure and 3 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10