Where are we at? An empirical study of levels and methods of evaluating continuing professional development
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 0141-1926Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/01411920701532194
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
|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|
|Number of Pages:||17|
|Page Range:||pp. 195-211|
|Access rights to Published version:||Restricted or Subscription Access|
Actions (login required)