Learning by Doing: Evaluating the Key Features of a Professional Development Intervention for Teachers in Data-Use, as Part of Whole School Self-Evaluation Process

Autor/inn/en	O'Brien, Shivaun; McNamara, Gerry; O'Hara, Joe; Brown, Martin
Titel	Learning by Doing: Evaluating the Key Features of a Professional Development Intervention for Teachers in Data-Use, as Part of Whole School Self-Evaluation Process
Quelle	In: Professional Development in Education, 48 (2022) 2, S.273-297 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Brien, Shivaun) ORCID (McNamara, Gerry) ORCID (O'Hara, Joe) ORCID (Brown, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1720778
Schlagwörter	Faculty Development; Program Development; Program Implementation; Data Use; Self Evaluation (Groups); Foreign Countries; Secondary School Teachers; Intervention; Educational Improvement; Program Evaluation; Active Learning; Cooperative Learning; Information Literacy; Ireland + Suchen Sie Ihr Suchwort? Programmplanung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Ausland; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Aktives Lernen; Kooperatives Lernen; Informationskompetenz; Irland
Abstract	This study explores the development and implementation of a professional development intervention for teachers in data-use as part of a whole school self-evaluation (SSE) process. A review of literature relating to professional development in general and data-use in particular informs the key features of the intervention which is tested in five Irish post-primary schools. The intervention involves a university-based expert in SSE, working directly with SSE teams in each of the five schools to develop a data-informed school improvement process over the course of an academic year. Participants in each school are facilitated to establish an SSE team, gather and analyse data, set targets, complete a self-evaluation report and a school improvement plan. A conceptual framework for the evaluation of the intervention is presented. As such, the evaluation focuses on the core and structural features of the intervention, and changes in teachers' knowledge, skills and attitudes with regard to data-use following the intervention. The findings highlight features of the intervention that supported teachers' professional development in data-use, limitations of this approach as well as the learning that occurred for the teachers involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01