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Evaluating teachers’ professional development initiatives : towards an extended evaluative framework

Emmelien Merchie (UGent) , Melissa Tuytens (UGent) , Geert Devos (UGent) and Ruben Vanderlinde (UGent)
(2018) RESEARCH PAPERS IN EDUCATION. 33(2). p.143-168
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Abstract
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation eld. Although di erent studies have focused on the e ectiveness of PDI, the obtained e ects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the e ectiveness of ) PDI. Furthermore, and in accordance with this framework, an overview of measurement instruments that are currently in use is provided. The study concludes with implications for educational research and developers of PDI.
Keywords
Education, teacher professional development initiatives, evaluation, extended framework, measurement instruments

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MLA
Merchie, Emmelien, et al. “Evaluating Teachers’ Professional Development Initiatives : Towards an Extended Evaluative Framework.” RESEARCH PAPERS IN EDUCATION, vol. 33, no. 2, 2018, pp. 143–68.
APA
Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives : towards an extended evaluative framework. RESEARCH PAPERS IN EDUCATION, 33(2), 143–168.
Chicago author-date
Merchie, Emmelien, Melissa Tuytens, Geert Devos, and Ruben Vanderlinde. 2018. “Evaluating Teachers’ Professional Development Initiatives : Towards an Extended Evaluative Framework.” RESEARCH PAPERS IN EDUCATION 33 (2): 143–68.
Chicago author-date (all authors)
Merchie, Emmelien, Melissa Tuytens, Geert Devos, and Ruben Vanderlinde. 2018. “Evaluating Teachers’ Professional Development Initiatives : Towards an Extended Evaluative Framework.” RESEARCH PAPERS IN EDUCATION 33 (2): 143–168.
Vancouver
1.
Merchie E, Tuytens M, Devos G, Vanderlinde R. Evaluating teachers’ professional development initiatives : towards an extended evaluative framework. RESEARCH PAPERS IN EDUCATION. 2018;33(2):143–68.
IEEE
[1]
E. Merchie, M. Tuytens, G. Devos, and R. Vanderlinde, “Evaluating teachers’ professional development initiatives : towards an extended evaluative framework,” RESEARCH PAPERS IN EDUCATION, vol. 33, no. 2, pp. 143–168, 2018.
@article{8500835,
  abstract     = {{Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation  eld. Although di erent studies have focused on the e ectiveness of PDI, the obtained e ects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the e ectiveness of ) PDI. Furthermore, and in accordance with this framework, an overview of measurement instruments that are currently in use is provided. The study concludes with implications for educational research and developers of PDI.}},
  author       = {{Merchie, Emmelien and Tuytens, Melissa and Devos, Geert and Vanderlinde, Ruben}},
  issn         = {{0267-1522}},
  journal      = {{RESEARCH PAPERS IN EDUCATION}},
  keywords     = {{Education,teacher professional development initiatives,evaluation,extended framework,measurement instruments}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{143--168}},
  title        = {{Evaluating teachers’ professional development initiatives : towards an extended evaluative framework}},
  url          = {{http://dx.doi.org/10.1080/02671522.2016.1271003}},
  volume       = {{33}},
  year         = {{2018}},
}

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