Effective Professional Development: Mapping Theory Onto Practice

• In Event: Conceptual and Statistical Models for Professional Development

Abstract

While previous research has investigated teacher learning during professional development experiences, quantitative support for a model of such learning does not yet exist. This paper examines one such proposed framework of teacher learning using a nationally representative sample of U.S. teachers (N=1926). Multiple models based on the work of Desimone (2009) were examined for statistical fit; these models included characteristics such as teacher background, effective components of professional development, teacher beliefs about instruction, and teacher self-efficacy. While theory supports the inclusion of other components (e.g., policy, content specialty), the data did not support their inclusion in the final model. Implications and recommendations for policy and practice are discussed.

Authors

• David Rehfeld, Baylor University

• Rachel L Renbarger, Western Michigan University

• Tracey Nicole Sulak, Baylor University

• R. Noah Padgett, Baylor University

• Grant B. Morgan, Baylor University