What is it about?
Evaluating and making choices between types of teacher professional learning is important for teachers, school leaders and education regulators. This paper describes a multi-dimensional model to categorize different programs so that better decisions can be made in evaluating teacher professional learning.
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Why is it important?
This paper presents an internationally relevant model to help sort through different types of teacher professional learning to improve decision making when selecting from different programs. It may help teachers and school leaders to ensure professional learning is focused on student outcomes. It may help regulators and professional learning providers to communicate more explicitly the purpose of different learning programs.
Perspectives
It was a pleasure to work with Professor Margaret Lloyd in the construction of this model via a study of Australian education systems.
Dr James Davis
Queensland University of Technology
Read the Original
This page is a summary of: Beyond performativity: a pragmatic model of teacher professional learning, Professional Development in Education, November 2017, Taylor & Francis,
DOI: 10.1080/19415257.2017.1398181.
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