Transformative professional development: relationship to teachers' beliefs, expertise and teaching

被引：2
|
作者：
Kose, Brad W. [1 ]
Lim, Eun Young [2 ]
机构：
[1] Univ Illinois, Dept Educ Org & Leadership, EOL, 332 Educ Bldg,1310 S 6th St, Champaign, IL 61820 USA
[2] Univ Illinois, Dept Educ Psychol, Urbana, IL 61820 USA
来源：
INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION | 2010年 / 13卷 / 04期
关键词：
D O I：
10.1080/13603120903121739
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Although scholarship demonstrates the value and need for teaching grounded in equity, diversity and social justice, little research has explored the relationship between transformative professional development and transformative teaching. This survey research study conducted in 25 US diverse elementary schools investigated statistical relationships between teachers' reported transformative professional development (TPD)-workshops, conferences and graduate courses-and their reported beliefs about diversity and deficit thinking, expertise in transformative teaching and transformative teaching practices. Findings suggest TPD is associated with a low to moderate differences in transformative teaching but also predicts some unintended consequences. Implications for practice, theory and research follow this discussion.
引用
收藏
页码：393 / 419
页数：27
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