An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student LearningReport as inadecuate




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Teacher Education Quarterly, v35 n2 p135-154 Spr 2008

Professional development is a common and necessary approach to improving teacher quality. However, while teachers are required to participate in professional development activities, it is often the case that they are not involved in selecting and planning those activities, and that professional development may not be closely tied to classroom practice. The Francis P. Collea Teacher Achievement Award Program (CTAAP) is a professional development model grounded in much of the current literature about professional development. CTAAP provides teachers with the opportunity to make decisions about their professional growth. This article examines the experiences of those teachers and the potential for their professional development experiences to impact pedagogy and student learning. (Contains 3 tables.)

Descriptors: Teacher Effectiveness, Professional Development, Program Effectiveness, Teacher Role, Teacher Empowerment, Models, Educational Innovation, State Programs, Interviews, Teacher Surveys, Educational Improvement, Educational Policy, Teacher Attitudes

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Author: Colbert, Joel A.; Brown, Richard S.; Choi, SunHee; Thomas, Steven

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3434&id=EJ817315







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