What Gets in the Way? A New Conceptual Model for the Trajectory from Teacher Professional Development to Impact

Autor/inn/en	McChesney, Katrina; Aldridge, Jill M.
Titel	What Gets in the Way? A New Conceptual Model for the Trajectory from Teacher Professional Development to Impact
Quelle	In: Professional Development in Education, 47 (2021) 5, S.834-852 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McChesney, Katrina) ORCID (Aldridge, Jill M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1667412
Schlagwörter	Professional Development; Models; Program Effectiveness; Teacher Attitudes; Public School Teachers; Middle School Teachers; High School Teachers; Outcomes of Education; Correlation; Barriers; Context Effect; Foreign Countries; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Analogiemodell; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lernleistung; Schulerfolg; Korrelation; Ausland
Abstract	Although school and education system leaders can mandate teachers' participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers' perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: "intended" professional development, "received" professional development, "accepted" professional development, "applied" professional development and "student impacts." Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the "structural" barriers that determined whether intended professional development was actually received by teachers and the "acceptance" barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01