Closing the Knowledge Gap on Effective Professional Development

Autor/in	Guskey, Thomas R.
Titel	Closing the Knowledge Gap on Effective Professional Development
Quelle	In: Educational Horizons, 87 (2009) 4, S.224-233 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-175X
Schlagwörter	Stellungnahme; Professional Development; Achievement Gap; Beliefs; Teacher Attitudes; Educational Strategies; Instructional Effectiveness; Context Effect; Instructional Improvement; Training Methods; Theory Practice Relationship; Inferences; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Belief; Glaube; Lehrerverhalten; Lehrstrategie; Unterrichtserfolg; Unterrichtsqualität; Didaktik; Trainingsmaßnahme; Theorie-Praxis-Beziehung; Inference; Inferenz; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Achievement gaps concern educators at all levels today. Educators recognize the threats these gaps pose to education quality and equity, and they are working hard to close them--but an equally threatening gap in education with consequences just as serious is largely ignored. It influences every educational-improvement effort and seriously jeopardizes the chances of success. That gap is the one between the educators' beliefs about the characteristics of effective professional development and the evidence they have to validate those beliefs. Having acknowledged the gap between beliefs about effective professional development and the scientifically valid evidence that supports these beliefs, what can educators do to reduce that gap? In this article, the author discusses ways on how to close the knowledge gap on effective professional development. The first requirement is honesty about what trustworthy research on professional development has actually revealed. Second, educators must begin demanding better evidence from consultants who claim their ideas, strategies, and practices are "research-based." Third, they need to get serious about evaluating all forms of professional development. Fourth, they need to press researchers to study professional development more rigorously. Finally, they need to be honest about the real world of schools and the powerful influence of context. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10