On the Success of Professional Development Programs Aiming to Promote Ambitious Teaching: Two Different Stories

• In Event: Instructional/Teaching Practices for Teacher Learning

Abstract

Supporting teachers to teach ambitiously represents a key goal of several professional development programs. Yet, the success of such programs is often determined based on changes in teachers’ practice and student learning (product perspective). In this paper, we stress the importance of also attending to the processes leading to changes or lack thereof in teachers’ practice. Focusing on the illustrative case of Kate—an elementary schoolteacher who participated in such a program—and considering the changes in her teaching in light of three themes related to her experimentation and challenges with ambitious teaching, we argue that both perspectives (product and process) are important for determining the success of such programs and appropriately scaffolding teachers continue learning how to teach ambitiously.

Authors

• Evridiki Kasapi, University of Cyprus
  Presenting Author

• Charalambos Y. Charalambous, University of Cyprus
  Presenting Author