Peer reviewed
Direct linkERIC Number: EJ1056254
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: N/A
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
Zehetmeier, Stefan; Andreitz, Irina; Erlacher, Willibald; Rauch, Franz
Educational Action Research, v23 n2 p162-177 2015
This paper deals with the topic of professional development programmes' impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme's impact are provided and discussed. Moreover, implications for future programmes' planning and implementation are provided.
Descriptors: Action Research, Constructivism (Learning), Faculty Development, Qualitative Research, Program Descriptions, Foreign Countries, Program Development, Futures (of Society), Systems Approach, Reflection, Teacher Attitudes, Goal Orientation, Personal Autonomy, Networks, Knowledge Base for Teaching, Interviews, Questionnaires
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 - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A
