Muijs, Daniel and Lindsay, Geoff. (2008) Where are we at? An empirical study of levels and methods of evaluating continuing professional development. British Educational Research Journal, Vol.34 (No.2). pp. 195-211. ISSN 0141-1926

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Abstract

Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.

Item Type:	Journal Article
Subjects:	H Social Sciences > HF Commerce L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH):	Career development -- Evaluation, Career development -- Evaluation -- Methodology, Teachers -- In-service training -- Great Britain, Teachers -- In-service training -- Evaluation
Journal or Publication Title:	British Educational Research Journal
Publisher:	Routledge
ISSN:	0141-1926
Official Date:	April 2008
Volume:	Vol.34
Number:	No.2
Number of Pages:	17
Page Range:	pp. 195-211
Identification Number:	10.1080/01411920701532194
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
URI:	http://wrap.warwick.ac.uk/id/eprint/30133

Data sourced from Thomson Reuters' Web of Knowledge

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