Developing Teacher In-Service Education through a Professional Development Plan: Modelling the Process

Autor/inn/en	Körkkö, Minna; Kotilainen, Marja-Riitta; Toljamo, Sanna; Turunen, Tuija
Titel	Developing Teacher In-Service Education through a Professional Development Plan: Modelling the Process
Quelle	In: European Journal of Teacher Education, 45 (2022) 3, S.320-337 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Körkkö, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1827393
Schlagwörter	Inservice Teacher Education; Models; Faculty Development; Foreign Countries; Strategic Planning; Teacher Attitudes; Administrator Attitudes; Finland + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Analogiemodell; Ausland; Strategy; Planning; Strategie; Planung; Lehrerverhalten; Finnland
Abstract	This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers' continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed thematically. The results showed that factors affecting the PDP process related mainly to structural and strategical work in schools. The lack of clear guidelines and support from principals and colleagues, as well as the absence of discussions on school strategy and its meaning for teachers' professional development, negatively affected the PDP process. As a result, schools' strategic planning only vaguely guided individual PDP processes. The results suggest that, for the successful implementation of a PDP process, schools' strategic planning should be more clearly integrated with teachers' PDPs in order to enhance their personal professional development in meaningful ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01