ERIC Number: ED176424
Record Type: RIE
Publication Date: 1974-Dec
Patterns of Effective Inservice Education. A State of the Art Summary of Research on Materials and Procedures for Changing Teacher Behaviors in Inservice Education.
This review examines 97 studies and evaluation reports of teacher inservice education and generalizes about the characteristics of successful programs. The studies were classified into 14 categories, seven of which represent pairs of conflicting values about how inservice education should be structured. These categories classed activities according to whether they were individualized or common, self-directed or other-directed, programmatic or single-shot, and according to whether programs put teachers in an active or passive role, emerged from teacher needs or were preplanned, utilized supervised trials and feedback or expository design, or emphasized mutual assistance or individual work. Results indicated that inservice programs that have the best chance of being effective are those that involve teachers in planning and managing their own professional development activities, pursuing personal and collective objectives, sharing with each other, applying new learning, and receiving feedback. (Author/JM)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.