Designing professional development programs to support sustained science and technology education

Research output: Contribution to conferencePosterAcademic

Abstract

Teachers’ professional development (PD) is crucial in implementing educational change and improving the quality of education. However, PD programs vary extensively in their short-term effectiveness. Therefore, this paper determined 1) the design criteria of effective PD programs; 2) whether four PD programs incorporated these criteria and 3) what guidelines can help translate the criteria into new PD programs that are likely to be effective. Interviews with educators were conducted and analyzed, and existing review studies and four PD programs about science and technology education were analyzed. Nine design criteria were identified, and existing PD programs incorporated four of them at most. Especially teachers’ active engagement and ability to collect evidence of student learning need to be addressed in future programs.
Original languageEnglish
Publication statusPublished - 2019
EventAERA Annual Meeting 2019: Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence - Metro Toronto Convention Centre, Toronto, Canada
Duration: 5 Apr 20199 Apr 2019
http://www.aera19.net/

Conference

ConferenceAERA Annual Meeting 2019
Abbreviated titleAERA 2019
CountryCanada
CityToronto
Period5/04/199/04/19
Internet address

Fingerprint

science
education
teacher
educator
ability
interview
learning
evidence
student

Cite this

@conference{8486431a4665492eb23bbc67cd93c2b5,
title = "Designing professional development programs to support sustained science and technology education",
abstract = "Teachers’ professional development (PD) is crucial in implementing educational change and improving the quality of education. However, PD programs vary extensively in their short-term effectiveness. Therefore, this paper determined 1) the design criteria of effective PD programs; 2) whether four PD programs incorporated these criteria and 3) what guidelines can help translate the criteria into new PD programs that are likely to be effective. Interviews with educators were conducted and analyzed, and existing review studies and four PD programs about science and technology education were analyzed. Nine design criteria were identified, and existing PD programs incorporated four of them at most. Especially teachers’ active engagement and ability to collect evidence of student learning need to be addressed in future programs.",
author = "Hubers, {Mireille Desir{\'e}e} and Maaike Endedijk",
year = "2019",
language = "English",
note = "AERA Annual Meeting 2019 : Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence, AERA 2019 ; Conference date: 05-04-2019 Through 09-04-2019",
url = "http://www.aera19.net/",

}

Designing professional development programs to support sustained science and technology education. / Hubers, Mireille Desirée; Endedijk, Maaike.

2019. Poster session presented at AERA Annual Meeting 2019, Toronto, Canada.

Research output: Contribution to conferencePosterAcademic

TY - CONF

T1 - Designing professional development programs to support sustained science and technology education

AU - Hubers, Mireille Desirée

AU - Endedijk, Maaike

PY - 2019

Y1 - 2019

N2 - Teachers’ professional development (PD) is crucial in implementing educational change and improving the quality of education. However, PD programs vary extensively in their short-term effectiveness. Therefore, this paper determined 1) the design criteria of effective PD programs; 2) whether four PD programs incorporated these criteria and 3) what guidelines can help translate the criteria into new PD programs that are likely to be effective. Interviews with educators were conducted and analyzed, and existing review studies and four PD programs about science and technology education were analyzed. Nine design criteria were identified, and existing PD programs incorporated four of them at most. Especially teachers’ active engagement and ability to collect evidence of student learning need to be addressed in future programs.

AB - Teachers’ professional development (PD) is crucial in implementing educational change and improving the quality of education. However, PD programs vary extensively in their short-term effectiveness. Therefore, this paper determined 1) the design criteria of effective PD programs; 2) whether four PD programs incorporated these criteria and 3) what guidelines can help translate the criteria into new PD programs that are likely to be effective. Interviews with educators were conducted and analyzed, and existing review studies and four PD programs about science and technology education were analyzed. Nine design criteria were identified, and existing PD programs incorporated four of them at most. Especially teachers’ active engagement and ability to collect evidence of student learning need to be addressed in future programs.

UR - https://www.aera.net/Events-Meetings/Annual-Meeting/2019-Annual-Meeting-Theme

M3 - Poster

ER -

Hubers MD, Endedijk M. Designing professional development programs to support sustained science and technology education. 2019. Poster session presented at AERA Annual Meeting 2019, Toronto, Canada.