Supporting university content specialists in providing effective professional development: the educative role of evaluation.
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| Title: | Supporting university content specialists in providing effective professional development: the educative role of evaluation. |
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| Authors: | Arbaugh, Fran1 (AUTHOR) arbaugh@psu.edu, Marra, Rose2 (AUTHOR), Lannin, John K.3 (AUTHOR), Cheng, Ya-Wen4 (AUTHOR), Merle-Johnson, Dominike5 (AUTHOR), Smith, Rena′6 (AUTHOR) |
| Source: | Teacher Development. Aug2016, Vol. 20 Issue 4, p538-556. 19p. |
| Subject Terms: | *Education of science teachers, *Education of mathematics teachers, *Teacher development, *Training of teacher educators, *Science education, *Mathematics education, *Professional education |
| Abstract: | Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – aseducative opportunitiesfor professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’sImproving Teacher Quality GrantPD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – aseducative opportunitiesfor professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’sImproving Teacher Quality GrantPD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2016.1173577 |
