Evaluation of professional development: deploying a process-focused model
Evaluation of professional development: deploying a process-focused model
This evaluation used a change transition model to explore the processes of development of a three-phase professional programme devised by two teams of researchers to support teachers’ expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and with teachers at the end of phases two and three (11 interviews) formed the main data set. The four features of the change transition model—trigger, vision, conversion, maintenance—were used as a framework for analysis of the qualitative data. Four themes emerged as contributing to the success of the process of development of the programme: establishing a shared vision of the goals of the programme and its outcomes; maintaining flexibility in implementing the phases and details of the programme; negotiating common understanding with participants; and ensuring fruitful collaboration in planning and implementation. The demands of attending to all of these features should not be underestimated in any successful developmental process. The evaluation therefore provides evidence for additional guidance in future collaborative professional
development.
science education, professional development, evaluation, teachers
711-725
Hanley, Pam
e6294627-36ff-4289-8b0b-0ac9c38d254a
Maringe, Felix
87437772-d86d-4d6e-9553-53884eb7d1da
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
April 2008
Hanley, Pam
e6294627-36ff-4289-8b0b-0ac9c38d254a
Maringe, Felix
87437772-d86d-4d6e-9553-53884eb7d1da
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Hanley, Pam, Maringe, Felix and Ratcliffe, Mary
(2008)
Evaluation of professional development: deploying a process-focused model.
[in special issue: Evidence-Based Professional Development for Science Teachers: Collaboration and Evaluation in Two Countries]
International Journal of Science Education, 30 (5), .
(doi:10.1080/09500690701854899).
Abstract
This evaluation used a change transition model to explore the processes of development of a three-phase professional programme devised by two teams of researchers to support teachers’ expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and with teachers at the end of phases two and three (11 interviews) formed the main data set. The four features of the change transition model—trigger, vision, conversion, maintenance—were used as a framework for analysis of the qualitative data. Four themes emerged as contributing to the success of the process of development of the programme: establishing a shared vision of the goals of the programme and its outcomes; maintaining flexibility in implementing the phases and details of the programme; negotiating common understanding with participants; and ensuring fruitful collaboration in planning and implementation. The demands of attending to all of these features should not be underestimated in any successful developmental process. The evaluation therefore provides evidence for additional guidance in future collaborative professional
development.
Text
ijse_article_2-11-07_revisions.doc
- Accepted Manuscript
More information
Published date: April 2008
Keywords:
science education, professional development, evaluation, teachers
Identifiers
Local EPrints ID: 50766
URI: http://eprints.soton.ac.uk/id/eprint/50766
ISSN: 0950-0693
PURE UUID: 625caaab-dfba-4366-83b4-394fc3a25920
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Date deposited: 26 Mar 2008
Last modified: 15 Mar 2024 10:11
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Author:
Pam Hanley
Author:
Mary Ratcliffe
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