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ERIC Number: EJ908717
Record Type: Journal
Publication Date: 2010-Oct
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1360-3124
Transformative Professional Development: Relationship to Teachers' Beliefs, Expertise and Teaching
Kose, Brad W.; Lim, Eun Young
International Journal of Leadership in Education, v13 n4 p393-419 Oct 2010
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. (Contains 8 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A