Edcamp Unconferences and Core Features of Effective Professional Development

• In Event: Teacher Perspectives on Professional Learning Experiences

Abstract

Edcamps are a typically voluntary form of self-directed educator professional development. This proposal reports on participants’ perceptions of Edcamps based on an analysis of results from an anonymous survey (N=592) that included items related to features of effective professional development and efficacy beliefs. Participants reported that their Edcamp experiences enhanced their content and pedagogical knowledge in ways that were aligned with school, district, and state policies and initiatives. Furthermore, participants overwhelmingly perceived the duration and level of active participation of Edcamps to be sufficient to impact teacher learning. Following participation in Edcamps, participants also reported increased confidence in their abilities to positively impact student learning. We discuss these findings and consider related implications for teacher preparation and professional development.

Authors

• Jeffrey Paul Carpenter, Elon University

• Jayme Nixon Linton, Department of Defense Education Activity