ERIC Number: EJ1427015
Record Type: Journal
Publication Date: 2024
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2690-9251
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Science and Mathematics Teachers' Views of the Characteristics of Effective Professional Development: A Q Methodological Study
Dominick Fantacone; Qiu Wang; Jeffrey Radloff
Research Issues in Contemporary Education, v9 n1 p77-113 2024
Education researchers regularly seek to evaluate and define what encompasses successful professional development (PD) for teachers. Numerous items and lists that are considered the characteristics of "effective PD have emerged from this research." However, follow-up with teachers on their perceived views of these characteristics is lacking from the literature. Teachers can help determine which aspects should be considered in the design of high-quality professional learning in the future. For this study, Q methodology was utilized to examine the subjective views of the teachers. Q sorts were correlated and factor analyzed (PCA with cluster rotation) to extract four significant factors on which all 17 participants loaded significantly (McKeown &Thomas, 2013; Newman & Ramlo, 2010; Watts & Stenner, 2012). These factors were examined through the lens of andragogy (adult learning theory) to determine the connections between the characteristics of effective PD and the core adult learning principles. Teachers in this study perceived effective PD as those opportunities that establish cooperative learning amongst participants, focus on improved student learning outcomes, provide opportunities for feedback, and allow for ongoing support. Future research is needed to see if the results obtained apply to other teacher populations.
Descriptors: Science Teachers, Mathematics Teachers, Faculty Development, Teacher Attitudes, Program Effectiveness, Capacity Building, Teacher Effectiveness, Adult Learning, Administrator Attitudes, Master Teachers
Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
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Authoring Institution: N/A
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