Relations Among Teacher Perceptions of PD Elements, PD Program Satisfaction, and Implementation Success Across One and a Half School Years

Roč.30,č.2(2025)
Facilitating Teacher Continuous Professional Development: How, Why and by Whom?

Abstrakt

For teachers to sustainably use evidence-based innovations in their classrooms, comprehensive professional development (PD) initiatives are required. This study examined the relations among teachers' early perceptions of PD elements (i.e., their educators' competence, the innovation's perceived benefits for students, teachers' knowledge growth in PD), their overall satisfaction with the PD program, and implementation success (innovation use, experienced benefits) after one and a half school years. First, we trained n = 10 teacher educators to implement an evidence-based reading innovation called The Reading Athlete. Over the next half year, n = 54 teachers participated in a 30-hour PD program led by the teacher educators. In the following school year, the teachers implemented The Reading Athlete into their reading classroom. Teacher knowledge growth did not predict overall PD satisfaction; teacher perceptions of their educators' competence and the anticipated benefits of The Reading Athlete were strongly associated with teacher PD satisfaction. PD satisfaction, in turn, predicted the sustained use of the reading innovation after one and half school years. Our results underscore the pivotal roles of teacher educators and complex material for teachers in shaping PD satisfaction, and they highlight the importance of designing comprehensive and satisfactory PD initiatives to foster sustainable innovation use.


Klíčová slova:
teacher professional development; teacher educator; reading innovation; implementation; sustainability; knowledge transfer
Reference

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