The Influence of Guidance on the Quality of Professional Development Plans PROCEEDINGS
Sandra Jansen, Karel Kreijns, Theo Bastiaens, Open University of the Netherlands, Netherlands ; Sjef Stijnen, firstname.lastname@example.org, Netherlands
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A Professional Development Plan (PDP) is used to structure teachers’ professional development path in terms of learning goals and plans of action. In order to study the effects of guidance on the quality of PDPs, the experimental group was offered a series of workshops whereas the control group did not have such guidance. Both groups were offered a simple structured PDP. To determine the quality of the PDPs an assessment tool was developed. The preliminary results presented in this paper indicate that guided teachers are more capable in elaborating their diagnosis concerning their strengths and in formulating learning goals. The guided teachers’ PDPs showed also more consistency.
Jansen, S., Kreijns, K., Bastiaens, T. & Stijnen, S. (2010). The Influence of Guidance on the Quality of Professional Development Plans. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 98-105). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/33318/.
© 2010 Association for the Advancement of Computing in Education (AACE)
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