The Effectiveness of a Four-Year Systemic Change Professional Development Initiative: A Mixed-Method Investigation

• In Event: Roundtable Session 52
  In Roundtable Session: Teachers and Change Over the Professional Life Span

Abstract

How effective are research-based professional development programs at supporting teachers on their journeys of professional change? Is to know you are designing and implementing programs based on research and theory enough? This study uses a sequential mixed methods design to examine the impact of a four year, research-based systemic teacher professional development initiative in the vocational education and training sector in Western Australia. Findings reveal that research-based professional development can effect sustainable changes in belief and practice; however several factors were identified which inhibited teachers from implementing change effectively. Recommendations for further research and implications for the future design and implementation of teacher professional development programs are discussed.

Author

• Rebecca Saunders, Murdoch University