The measurement and impact of university teacher development programs

Teacher development programs have been part of the English speaking higher education landscape for over 40 years. There is now general agreement that teacher development programs have a positive impact on teachers and students, yet the extent and longevity of their impact on the culture of the disci...

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Autores principales:	Denise Chalmers, Di Gardiner
Formato:	article
Lenguaje:	CA EN ES
Publicado:	Universitat Autònoma de Barcelona 2015
Materias:	teacher development programs evaluation and monitoring impact measuring effectiveness university Education (General) L7-991
Acceso en línea:	https://doaj.org/article/0e6821b82eba4f958af384f2782ccbfb
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id	oai:doaj.org-article:0e6821b82eba4f958af384f2782ccbfb
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spelling	oai:doaj.org-article:0e6821b82eba4f958af384f2782ccbfb2021-12-05T18:04:22ZThe measurement and impact of university teacher development programs10.5565/rev/educar.6550211-819X2014-8801https://doaj.org/article/0e6821b82eba4f958af384f2782ccbfb2015-01-01T00:00:00Zhttps://educar.uab.cat/article/view/655https://doaj.org/toc/0211-819Xhttps://doaj.org/toc/2014-8801Teacher development programs have been part of the English speaking higher education landscape for over 40 years. There is now general agreement that teacher development programs have a positive impact on teachers and students, yet the extent and longevity of their impact on the culture of the discipline and the institutions are less well researched and evidenced. There is clearly a need for ongoing and rigorous research on the impact of teacher development programs that looks deeper and beyond the teachers who participate in the programs. The focus of this paper is to draw on the English research and literature to identify the impact and effectiveness of teacher development programs and activities and propose a framework for the systematic measurement and collection of information on the effectiveness of these programs. It is argued that these measures and indicators need to move from the research paradigm to the evaluation paradigm so that they can inform ongoing and future teacher development programs and enhancement. Programs from the planning stage should be designed to build an evidence base that will enable researchers and practitioners to ask more complex questions on where and on whom the programs have an impact, and why they have impact. Denise ChalmersDi GardinerUniversitat Autònoma de Barcelonaarticleteacher development programsevaluation and monitoringimpactmeasuring effectivenessuniversityEducation (General)L7-991CAENESEducar, Vol 51, Iss 1 (2015)
institution	DOAJ
collection	DOAJ
language	CA EN ES
topic	teacher development programs evaluation and monitoring impact measuring effectiveness university Education (General) L7-991
spellingShingle	teacher development programs evaluation and monitoring impact measuring effectiveness university Education (General) L7-991 Denise Chalmers Di Gardiner The measurement and impact of university teacher development programs
description	Teacher development programs have been part of the English speaking higher education landscape for over 40 years. There is now general agreement that teacher development programs have a positive impact on teachers and students, yet the extent and longevity of their impact on the culture of the discipline and the institutions are less well researched and evidenced. There is clearly a need for ongoing and rigorous research on the impact of teacher development programs that looks deeper and beyond the teachers who participate in the programs. The focus of this paper is to draw on the English research and literature to identify the impact and effectiveness of teacher development programs and activities and propose a framework for the systematic measurement and collection of information on the effectiveness of these programs. It is argued that these measures and indicators need to move from the research paradigm to the evaluation paradigm so that they can inform ongoing and future teacher development programs and enhancement. Programs from the planning stage should be designed to build an evidence base that will enable researchers and practitioners to ask more complex questions on where and on whom the programs have an impact, and why they have impact.
format	article
author	Denise Chalmers Di Gardiner
author_facet	Denise Chalmers Di Gardiner
author_sort	Denise Chalmers
title	The measurement and impact of university teacher development programs
title_short	The measurement and impact of university teacher development programs
title_full	The measurement and impact of university teacher development programs
title_fullStr	The measurement and impact of university teacher development programs
title_full_unstemmed	The measurement and impact of university teacher development programs
title_sort	measurement and impact of university teacher development programs
publisher	Universitat Autònoma de Barcelona
publishDate	2015
url	https://doaj.org/article/0e6821b82eba4f958af384f2782ccbfb
work_keys_str_mv	AT denisechalmers themeasurementandimpactofuniversityteacherdevelopmentprograms AT digardiner themeasurementandimpactofuniversityteacherdevelopmentprograms AT denisechalmers measurementandimpactofuniversityteacherdevelopmentprograms AT digardiner measurementandimpactofuniversityteacherdevelopmentprograms
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The measurement and impact of university teacher development programs

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