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How effective is research-based teacher professional development? A mixed methods approach to investigating the impact of a four year systemic change initiative

Saunders, R.ORCID: 0000-0002-2107-7934 (2012) How effective is research-based teacher professional development? A mixed methods approach to investigating the impact of a four year systemic change initiative. In: American Educational Research Association (AERA) Conference 2012, 13 - 17 April 2012, Vancouver, BC

Abstract

How effective are research-based professional development programs at supporting teachers on their journeys of professional change? Is to know you are designing and implementing programs based on research and theory enough? This study uses a sequential mixed methods design to examine the impact of a four year, research-based systemic teacher professional development initiative in the vocational education and training sector in Western Australia. Findings reveal that research-based professional development can effect sustainable changes in belief and practice; however several factors were identified which inhibited teachers from implementing change effectively. Recommendations for further research and implications for the future design and implementation of teacher professional development programs are discussed.

Item Type: Conference Paper
Murdoch Affiliation: School of Education
Conference Website: https://www.aera.net/
URI: http://researchrepository.murdoch.edu.au/id/eprint/56079
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