Abstract
This paper presents a framework developed to measure the effectiveness of teacher professional development programs. Adapted from Hunzicker’s (2010) effective professional development, the framework consisted of five dimensions: supportive, job-embedded, instructionally focused, collaborative, and ongoing. The framework was then used to analyze the effectiveness of the teacher professional development programs in the Teacher Professional Development Coupons project in Thailand. The framework was used to analyze the programs qualitatively. The data revealed that most programs contain the elements of supportive, job-embedded, and instructionally focused; however, the elements of collaborative and ongoing were limited. Suggestions for future teacher professional development organizations are provided in terms of the quality of the programs, the monitoring system of the programs, and the program implementation. Keywords: Effectiveness, Teacher professional development, framework, ongoing DOI : 10.7176/JEP/10-36-05 Publication date: December 31 st 2019
Highlights
Teacher professional development (TPD) is an important element for a successful teaching career because it provides an opportunity for teachers to develop professionally, which later leads to greater student achievement (European Commission, 2009; Eurydice, 2008)
3.1 Supportive Overall, the findings revealed that all 26 TPD programs consisted of the supportive dimension
The dominate reason is the goal of the Teacher Professional Development Coupons covers characteristics of support in the effective professional development framework: 1) addressed the authentic needs of teachers, 2) respond to the MOE policy, 3) is a part of qualification process in upgrading position in teaching career, 4) accommodated individual learning styles, and 5) allows teachers to make choices
Summary
Teacher professional development (TPD) is an important element for a successful teaching career because it provides an opportunity for teachers to develop professionally, which later leads to greater student achievement (European Commission, 2009; Eurydice, 2008). The Teacher Professional Development Coupons project is still in its initial stage, which warrants the need to explore its effectiveness An exploration of such project may yield insightful discoveries for the Ministry of Education in Thailand, which later may provide lessons learned for other researchers who attempt to implement a national-scale professional development project. Since there were many educational institutions and other private sectors submitted the TPD to be approved, whether the TPDI was able to control the effectiveness of TPD remained unanswered It is unknown whether or not the TPD program cover all teachers’ need based on teacher’s ID plan. English teachers offered in the Teacher Professional Development Coupons project contain the effectiveness of teacher professional development?
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