Abstract
Teacher professional development has long been of interest since it affects teachers’ learning, the practice of teaching, and student learning. In reality, as substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers’ and students’ outcomes. Therefore, it is imperative to use a solid framework evaluating professional development. Specifically, Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. Specifically, she represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers’ knowledge, their practice, and finally students’ learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development. Through this study, Desimone’s framework has been supported by both theoretical literature and empirical studies. Furthermore, some implications were provided for policy makers and school leaders as well as for teachers in Korea.
Highlights
Teacher professional development has been regarded as one of the most important factors for improving the quality of US schools (Desimone, 2011)
If Desimone’s (2009) framework is justified by both theoretical literature and empirical research, this framework will help inform further evaluation studies of professional development and the evidence offered through this review of the research will help policy makers implement future professional development initiatives
The results revealed that the five characteristics of effective professional development that were commonly found in all eight interventions had a measurable relationship with teaching practice and student achievement
Summary
Teacher professional development has long been of interest since it affects teachers’ learning, the practice of teaching, and student learning. As substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers’ and students’ outcomes. Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. She represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers’ knowledge, their practice, and students’ learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development.
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