A longitudinal study of teacher change: what makes professional development effective?

Authors: Boyle, Bill¹; While, David¹; Boyle, Trudy¹

Source: The Curriculum Journal, Volume 15, Number 1, March, 2004 , pp. 45-68(24)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for the remaining areas of investigation to be addressed (annual data collection sweeps will continue).

Keywords: Professional Development; Training; Management; School Management; School Effectiveness

Document Type: Research article

DOI: 10.1080/1026716032000189471

Affiliations: 1: Centre for Formative Assessment Studies (CFAS), Faculty of Education, University of Manchester

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