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Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation

Author
Organization
Abstract
Studies show that teachers’ continuous professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include clear and detailed descriptions of the design principles underlying the programs. Therefore, the present study provides a comprehensive description and operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students’ reading motivation combining Desimone’s (2009) framework for effective professional development with Self-Determination Theory (SDT) (Deci & Ryan, 2000). Consequently, the in the CPD included core features distinguished by Desimone (2009) (i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy, competence and relatedness as put central in SDT (Deci & Ryan, 2000) are analytically described and elaborated on. In view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention.

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MLA
Vansteelandt, Iris, et al. “Bringing Continuous Professional Development in Practice : Design Principles for a Professional Development Program for Primary School Teachers Focusing on Promoting Students’ Reading Motivation.” ARLE 2019 : Abstracts, International Association for Research in L1 Education (ARLE), 2019.
APA
Vansteelandt, I., Van Keer, H., & Mol, S. E. (2019). Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students’ reading motivation. In ARLE 2019 : abstracts. Lissabon, Portugal: International Association for Research in L1 Education (ARLE).
Chicago author-date
Vansteelandt, Iris, Hilde Van Keer, and Suzanne E. Mol. 2019. “Bringing Continuous Professional Development in Practice : Design Principles for a Professional Development Program for Primary School Teachers Focusing on Promoting Students’ Reading Motivation.” In ARLE 2019 : Abstracts. International Association for Research in L1 Education (ARLE).
Chicago author-date (all authors)
Vansteelandt, Iris, Hilde Van Keer, and Suzanne E. Mol. 2019. “Bringing Continuous Professional Development in Practice : Design Principles for a Professional Development Program for Primary School Teachers Focusing on Promoting Students’ Reading Motivation.” In ARLE 2019 : Abstracts. International Association for Research in L1 Education (ARLE).
Vancouver
1.
Vansteelandt I, Van Keer H, Mol SE. Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students’ reading motivation. In: ARLE 2019 : abstracts. International Association for Research in L1 Education (ARLE); 2019.
IEEE
[1]
I. Vansteelandt, H. Van Keer, and S. E. Mol, “Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students’ reading motivation,” in ARLE 2019 : abstracts, Lissabon, Portugal, 2019.
@inproceedings{8621576,
  abstract     = {Studies show that teachers’ continuous professional development (CPD) is essential for educational quality, and moreover,
when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the
research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in
particular on fostering students’ reading motivation, however, fails to include clear and detailed descriptions of the design
principles underlying the programs. Therefore, the present study provides a comprehensive description and
operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students’
reading motivation combining Desimone’s (2009) framework for effective professional development with Self-Determination
Theory (SDT) (Deci & Ryan, 2000). Consequently, the in the CPD included core features distinguished by Desimone (2009)
(i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy,
competence and relatedness as put central in SDT (Deci & Ryan, 2000) are analytically described and elaborated on. In
view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized
design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention.},
  author       = {Vansteelandt, Iris and Van Keer, Hilde and Mol, Suzanne E.},
  booktitle    = {ARLE 2019 : abstracts},
  language     = {eng},
  location     = {Lissabon, Portugal},
  pages        = {1},
  publisher    = {International Association for Research in L1 Education (ARLE)},
  title        = {Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation},
  url          = {https://www.arle2019.com/},
  year         = {2019},
}