Effective Professional Development in Implementation Processes: The Teachers' View (Poster 3)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

Understanding how teachers view effective professional development (PD) helps establish successful research-practice communication. To that end, we interviewed N = 43 teachers who had implemented evidence-based reading practices. Qualitative analyses demonstrated coherence and active learning as the most important PD features for teachers, revealing that teachers take on a pragmatic and selective understanding of PD. Teachers further found service provision to be germane to effective PD. Teachers endorsed short PD and relief measures, but overlooked knowledge acquisition and student results as reasons for PD. This suggests a stronger orientation to resources than to outcomes of PD. Finally, teachers prioritise emotions to explain their PD views. A framework to address PD views in research-practice communication is proposed.

Authors

• Mareike Ehlert, University of Münster
  Presenting Author

• Elmar Souvignier, University of Münster
  Non-Presenting Author