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ERIC Number: EJ865149
Record Type: Journal
Publication Date: 2009-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0261-9768
Teacher Learning and Policy Intention: Selected Findings from an Evaluation of a Large-Scale Programme of Professional Development in the Republic of Ireland
Murchan, Damian; Loxley, Andrew; Johnston, Keith
European Journal of Teacher Education, v32 n4 p455-471 Nov 2009
The study reported on in this paper is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland which has been in operation since 1999 and finished in 2008. The paper explores the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers. The theoretical basis to the study draws on previous research that conceptualises teacher learning/knowledge acquisition and the change process as being dependent on an interwoven mix of factors, including teacher, school and policy-level contexts and characteristics. To a large degree the findings of this study do not deviate wildly from this prior work, which suggests that policy-makers and planners of continuing professional development (CPD) programmes, despite their best intentions, still need to be cognisant of such factors. (Contains 6 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland