Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation

Autor/inn/en	Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'
Titel	Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation
Quelle	In: Teacher Development, 20 (2016) 4, S.538-556 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1173577
Schlagwörter	Professional Development; Feedback (Response); Formative Evaluation; Summative Evaluation; Teacher Educators; Teacher Education; Science Education; Mathematics Education; Case Studies; Science Instruction; Mathematics Instruction; Science Teachers; Mathematics Teachers; Program Implementation; Data Collection; Likert Scales; Semi Structured Interviews; Universities; Faculty Development; Missouri + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Mathematische Bildung; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Data capture; Datensammlung; Likert-Skala; University; Universität
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--as "educative opportunities" for 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's "Improving Teacher Quality Grant" PD 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01