Elaborating a model of teacher professional growth Export

@article{citeulike:2877798, abstract = {This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular "change sequences" and "growth networks", giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.}, author = {Clarke, David and Hollingsworth, Hilary}, citeulike-article-id = {2877798}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/S0742-051X(02)00053-7}, citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6VD8-473TYWF-4/1/455fd761683b6a3d2857f3b4c0332e85}, doi = {10.1016/S0742-051X(02)00053-7}, journal = {Teaching and Teacher Education}, keywords = {pd, teachers}, month = {November}, number = {8}, pages = {947--967}, posted-at = {2008-11-14 04:37:54}, priority = {2}, title = {Elaborating a model of teacher professional growth}, url = {http://dx.doi.org/10.1016/S0742-051X(02)00053-7}, volume = {18}, year = {2002} }

TY - JOUR ID - citeulike:2877798 L3 - citeulike-article-id:2877798 N2 - This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular "change sequences" and "growth networks", giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development. IS - 8 JF - Teaching and Teacher Education EP - 967 TI - Elaborating a model of teacher professional growth VL - 18 SP - 947 KW - pd KW - teachers AU - Clarke, David AU - Hollingsworth, Hilary PY - 2002/11// UR - http://dx.doi.org/10.1016/S0742-051X(02)00053-7 ER -