Evaluating teachers’ professional development initiatives : towards an extended evaluative framework
- Author
- Emmelien Merchie (UGent) , Melissa Tuytens (UGent) , Geert Devos (UGent) and Ruben Vanderlinde (UGent)
- Organization
- 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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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8500835
- 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, doi:10.1080/02671522.2016.1271003.
- 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. https://doi.org/10.1080/02671522.2016.1271003
- 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. https://doi.org/10.1080/02671522.2016.1271003.
- 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. doi:10.1080/02671522.2016.1271003.
- 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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