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Rebore, 2004); follow-up and feedback (Guskey, 2003; Maldonado, 2002);
and involves
encouragement and pressure to change practice (Kabylov, 2006). Most importantly,
professional development must be evaluated throughout the process to ensure
effectiveness (Caffarella, 2002; Guskey, 2002a; Muijs et al., 2004).
The professional development framework was developed for this study based on
these key features,
the initial study, (understanding the case) and an adapted model of
programme planning as outlined in chapter five. The framework included evaluation of
the PDP and for this study is established in study 1 baseline,
and concludes with this
longitudinal study to evaluate the short term (stage 1) and longer term (stage 2)
effectiveness on teacher change and children’s learning.
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