A model for research-based state professional development policy
Federal, state and school-base professional development has become a multi-million dollar educational enterprise in Australia. Yet there are no published models for the making of systems-level professional development policy. Reviewing the published literature on the characteristics of effective professional development programs, this paper proposes a six phase model for using research and theory for the selection, framing and evaluation of professional development programs in state educational systems. Using categories from Shulman (1987), the model focuses on an effective analysis of teacher knowledge and due consideration of contexts for teacher learning. It argues for a research-based approach to professional development policy and implementation that balances ‘informed prescription’ with ‘informed professionalism’.
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|Item Type:||Journal Article|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2009 Taylor & Francis|
|Deposited On:||21 May 2009 04:02|
|Last Modified:||27 Oct 2014 04:57|
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