Details

Autor(en) / Beteiligte

• Porter, Brandon D
• Freeman, Michael K

Titel

Experienced Outcomes of a Self-Directed Professional Development Program

Ist Teil von

• The Professional educator, 2020-01, Vol.43 (1), p.36-47

Ort / Verlag

Auburn: Auburn University

Erscheinungsjahr

2020

Link zum Volltext

Quelle

Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals

Beschreibungen/Notizen

• According to Mushayikwa and Lubben (2009), "Self-direction has been identified as a potential key to the success of professional development of teachers" (p. 375). Review of Relevant Literature Being responsible to teach more subjects to a student body with diverse learning needs and styles, assuming more responsibilities with the management of schools, and needing to utilize continually evolving technologies are factors that contribute to educators' need for ongoing professional development (Beavers, 2009; Lohman & Woolf, 2001). According to Wei, Darling-Hammond, and Adamson (2010), "Research shows that teacher quality is the single most important influence" (p. 8) on student achievement, and that teachers' effectiveness "can be fostered through high-quality professional development" (p. 8). According to research, effective professional development * Is intensive, ongoing, and sustained over time (Darling-Hammond et al., 2009; Desimone 2011; Garet et al., 2001). * Is job-embedded-connected to educators' practice (Darling-Hammond et al., 2009; Garet et al., 2001). * Focuses on improving educators' content knowledge and understanding of how to help students learn it (Darling-Hammond & Richardson, 2009; Desimone, 2011; Garet et al., 2001). * Involves collaboration among educators in their learning (Darling-Hammond et al., 2009; Desimone, 2011). * Involves active, hands-on learning (Darling-Hammond & Richardson, 2009; Desimone, 2011; Garet et al. 2001).