Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme of professional development in the Republic of Ireland Export

@article{citeulike:5955323, abstract = {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 dependant 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 CPD programmes, despite their best intentions, still need to be cognisant of such factors.}, author = {Murchan, Damian and Loxley, Andrew and Johnston, Keith}, citeulike-article-id = {5955323}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/02619760903247292}, doi = {10.1080/02619760903247292}, journal = {European Journal of Teacher Education}, keywords = {comparison, cpd, national\_programme, professional\_development}, number = {4}, pages = {455--471}, posted-at = {2009-10-17 09:39:52}, priority = {2}, publisher = {Routledge}, title = {Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme of professional development in the Republic of Ireland}, url = {http://dx.doi.org/10.1080/02619760903247292}, volume = {32}, year = {2009} }

TY - JOUR ID - citeulike:5955323 L3 - citeulike-article-id:5955323 N2 - 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 dependant 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 CPD programmes, despite their best intentions, still need to be cognisant of such factors. IS - 4 JF - European Journal of Teacher Education EP - 471 TI - Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme of professional development in the Republic of Ireland PB - Routledge VL - 32 SP - 455 KW - comparison KW - cpd KW - national_programme KW - professional_development AU - Murchan, Damian AU - Loxley, Andrew AU - Johnston, Keith PY - 2009/// UR - http://dx.doi.org/10.1080/02619760903247292 ER -