ERIC Number: ED430976
Record Type: RIE
Publication Date: 1999-Apr
Identified Professional Development Needs of Teachers in Curriculum Reform.
Teberg, Ann S.
This study examined the types of support, resources, and professional development that teachers considered the most beneficial in implementing curriculum reform. Participants were 185 literacy teachers from urban, suburban, and rural middle schools in a northwestern state. The study used questionnaires to collect information about teachers' knowledge of the reform initiative and their perceived needs for support in realigning their curriculum with new state standards. Part 1 of the questionnaire requested demographic data on the teacher and school. Part 2 discussed participants' level of need for various types of support related to curricular change. Part 3 contained open-ended questions allowing participants to individualize their responses. Focus group interviews helped elaborate and clarify information obtained from the questionnaires. Data analysis noted the importance of providing teachers with adequate time. Teachers identified the need for time to plan, discuss, observe, and share ideas with their colleagues about the craft of teaching. There was a strong desire for school district personnel to play an important support role in convincing the public that teacher professional development time is time and money well spent. Teachers considered money to support this change process an essential resource. Respondents expressed a strong preference for support to come from colleagues and administrators. Teachers wanted additional information about assessment strategies and whole class instructional strategies to expand their professional repertoire. (Contains 14 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).