![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed.
References
Section:
|
Armour, K. M., Yelling, M. (2007). Effective professional development for physical education teachers: The role of informal, collaborative learning. Journal of Teaching in Physical Education, 26, 177-200. Google Scholar | Crossref | ISI | |
|
Bechtel, P., O’Sullivan, M. (2006). Chapter 2: Effective professional development -What we now know. Journal of Teaching in Physical Education, 25, 363-378. Google Scholar | Crossref | ISI | |
|
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Google Scholar | SAGE Journals | |
|
Bredeson, P. V., Johansson, O. (2000). The school principal’s role in teacher professional development. Journal of In-Service Education, 26, 385-401. Google Scholar | Crossref | |
|
Cochran-Smith, M., Lytle, S. L. (1999). Relationship of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-306. Google Scholar | Abstract | ISI | |
|
Darling-Hammond, L., McLaughlin, M. (2011). Policies that support professional development in the era of reform. Phi Delta Kappan, 92(6), 81-92. Google Scholar | SAGE Journals | ISI | |
|
Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Google Scholar | |
|
Deglau, D., O’Sullivan, M. (2006). The effects of a long-term professional development program on the beliefs and practices of experienced teachers. Journal of Teaching in Physical Education, 25, 379-396. Google Scholar | Crossref | ISI | |
|
Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71. Google Scholar | SAGE Journals | ISI | |
|
Desimone, L., Porter, A., Garet, M., Yoon, K., Birman, B. (2002). Effects of professional development on teachers’ instruction: Results from a three year longitudinal study. Education Evaluation and Policy Analysis, 24, 81-112. Google Scholar | SAGE Journals | ISI | |
|
DiPaola, M., Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Charlotte, NC: Information Age. Google Scholar | |
|
Feiman-Nemser, S. (2012). Teachers as learners. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Garet, M., Porter, A., Desimone, L., Birman, B., Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. Google Scholar | SAGE Journals | ISI | |
|
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750. Google Scholar | SAGE Journals | ISI | |
|
Guskey, T. R., Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495-500. Google Scholar | SAGE Journals | ISI | |
|
Hargreaves, A., Fullan, M. (2012). Professional capital: Transforming teaching in every school, New York, NY: Teachers College Press. Google Scholar | |
|
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge. Google Scholar | |
|
Hellison, D., Kallusky, J. (1999). The Youth Leader Project Partnership in physical education higher education. Chronicle of the National Association for Physical Education in Higher Education, 10(2), 6, 14. Google Scholar | |
|
Hord, S. M., Tobia, E. F. (2012). Reclaiming our teaching profession: The power of educators learning in community. New York, NY: Teachers College Press. Google Scholar | |
|
Hunuk, D., Ince, M. L., Tannehill, D. (2012). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19, 3-20. Google Scholar | SAGE Journals | ISI | |
|
Keay, J., May, H., O’Mahony, J. (2014). Improving learning and teaching in transnational education: Can communities of practice help? Journal of Education for Teaching, 40, 251-266. Google Scholar | Crossref | ISI | |
|
Kerka, S. (2003). Does adult educator professional development make a difference? Myths and Realities, 28. Retrieved from: http://www.calpro-online.org/eric/docs/mr45.pdf Google Scholar | |
|
Kilbane, J. (2009). Factors in sustaining professional learning community. NASSP Bulletin, 93, 184-205. Google Scholar | SAGE Journals | |
|
Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, 27, 109-157. Google Scholar | SAGE Journals | |
|
Lieberman, A. (1992). The meaning of scholarly activity and the building of community. Educational Researcher, 21(6), 5-12. Google Scholar | SAGE Journals | |
|
Lieberman, A., Miller, L. (1978). The social realities of teaching. Teachers College Record, 80, 54-78. Google Scholar | ISI | |
|
Makopoulou, K., Armour, K. (2011). Physical education teachers’ career-long professional learning: Getting personal. Sport, Education and Society, 16(5), 571-592. Google Scholar | Crossref | ISI | |
|
Moran, A. (2011). Self-study of my teaching practice. Paper presented at Teacher as Researcher Conference, Middle East Technical University, Ankara, Turkey. Google Scholar | |
|
Nabhania, M., O’Day Nicolas, M., Bahous, R. (2014). Principals’ views on teachers’ professional development. Professional Development in Education, 40, 228-242. Google Scholar | Crossref | |
|
O’Sullivan, M. (2007). Creating and sustaining communities of practice among physical education professionals. Journal of Physical Education New Zealand, 40, 10-13. Google Scholar | |
|
O’Sullivan, M., Deglau, D. (2006). Principles of professional development. Journal of Teaching in Physical Education, 25, 441-449. Google Scholar | Crossref | ISI | |
|
Parker, M. (1988). Training cooperating teachers as clinical supervisors: The University of South Carolina model. In Carre, A. (Ed.), Proceedings of the international conference on research on teaching and teacher education. Vancouver, British Columbia, Canada. Google Scholar | |
|
Parker, M., Patton, K., Madden, M., Sinclair, C. (2010). From committee to community: The development and maintenance of a community of practice. Journal of Teaching in Physical Education, 29, 337-357. Google Scholar | Crossref | ISI | |
|
Parker, M., Patton, K., Tannehill, D. (2012). Mapping the landscape of Irish physical education professional development. Irish Educational Studies, 31, 311-327. Google Scholar | Crossref | ISI | |
|
Patton, K., Parker, M., Neutzling, M. (2012). Tennis shoes required: The role of the facilitator in professional development. Research Quarterly for Exercise and Sport, 83, 522-532. Google Scholar | Medline | ISI | |
|
Patton, K., Parker, M., Pratt, E. (2013). Meaningful learning in professional development: Teaching without telling. Journal of Teaching in Physical Education, 32, 441-459. Google Scholar | Crossref | ISI | |
|
Poekert, P. (2011). The pedagogy of facilitation: Teacher inquiry as professional development in a Florida elementary school. Professional Development in Education, 37, 19-38. Google Scholar | Crossref | |
|
Spillane, J. P., Halverson, R., Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23-28. Google Scholar | SAGE Journals | |
|
Stoll, L., Harris, A., Handscomb, G. (2012). Great professional development which leads to great pedagogy: Nine claims from research. National College for School Leadership, Nottingham, England. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335707/Great-professional-development-which-leads-to-great-pedagogy-nine-claims-from-research.pdf Google Scholar | |
|
Tannehill, D. (2014). My journey to become a teacher educator. Physical Education and Sport Pedagogy. doi:10.1080/17408989.2014.898745 Google Scholar | Crossref | ISI | |
|
Tannehill, D., Murphy, G. (2012). Teacher empowerment through a community of practice: The urban school initiative. Paper presented at American Alliance for Health, Physical Education, Recreation, and Dance Annual Conference, Boston, MA. Google Scholar | |
|
Vescio, V., Ross, D., Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91. Google Scholar | Crossref | ISI | |
|
Vetter, A. (2012). Teachers as architects of transformation: The change process of an elementary school teacher in a practitioner researcher group. Teacher Education Quarterly, 39, 27-49. Google Scholar | |
|
Whitcomb, J., Borko, H., Liston, D. (2009). Growing talent: Promising professional development models and practices. Journal of Teacher Education, 60, 207-212. Google Scholar | SAGE Journals | ISI | |
|
Yoon, K.S., Duncan, T., Lee, S., Scarloss, B., Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report REL2007-No. 033). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Google Scholar |
