Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject

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Abstract

This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on participants’ reactions, the first level of Guskey’s five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme
Original languageEnglish
Pages (from-to)89-102
JournalJournal of education and training studies
Volume1
Issue number2
DOIs
Publication statusPublished - 2013

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science
teacher
evaluation
e-mail
questionnaire
interview

Keywords

  • IR-87901
  • METIS-298986

Cite this

@article{09dc0ff0ee13472da24afa4954400612,
title = "Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject",
abstract = "This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on participants’ reactions, the first level of Guskey’s five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme",
keywords = "IR-87901, METIS-298986",
author = "Visser, {Talitha Christine} and Coenders, {Ferdinand G.M.} and C. Terlouw and Pieters, {Julius Marie}",
note = "Open access",
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T1 - Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject

AU - Visser, Talitha Christine

AU - Coenders, Ferdinand G.M.

AU - Terlouw, C.

AU - Pieters, Julius Marie

N1 - Open access

PY - 2013

Y1 - 2013

N2 - This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on participants’ reactions, the first level of Guskey’s five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme

AB - This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on participants’ reactions, the first level of Guskey’s five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme

KW - IR-87901

KW - METIS-298986

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