Evaluating professional development in healthcare with outcome based models

2015 ◽  
pp. 39-50
Keyword(s):  
Professional Development ◽  
Evaluating Professional Development

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

Customized Consultation to Enhance Teacher Educators' Techno-Pedagogical Skills

2019 ◽  
pp. 99-118
Author(s):  
Tami Seifert
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Organizational Outcomes ◽  
Evaluation Framework ◽  
Technology Enhanced Learning ◽  
Professional Development Training ◽  
Four Levels ◽  
Training Impact ◽  
Evaluating Professional Development

Educational technology is an indispensable element of higher education teaching. Teacher educators need knowledge and skills to design and successfully implement technology-enhanced learning. However, research reveals that professional development programs have only a low impact on teacher educators' teaching practice. An evaluation framework evaluating professional development training programs was implemented. The model evaluates training impact over four levels: participant's satisfaction, learning, and application of what was learned and connection of the training results to organizational outcomes. Consultation meetings varying in length, offered by the ICT unit, assisted teacher educators to integrate technology according to their content, style, and needs. They could also participate in courses designed and implemented by colleagues, group meetings, workshops, and online synchronous and asynchronous consultation meetings. The college's educational vision and integration of the PD program into the teacher educator's teaching practice were important factors for success.

Evaluating professional development

1990 ◽  
Vol 49 (4) ◽  
pp. 198-201
Author(s):  
G. Whitty ◽  
P.J. Aggleton ◽  
J. Fitz
Keyword(s):  
Professional Development ◽  
Evaluating Professional Development

scholarly journals Findings from Five Out-of-School Time Focus Groups: Professional Development Preferences, Experiences and Recommendations for Future Planning

2006 ◽  
Vol 1 (2) ◽  
pp. 95-100
Author(s):  
Jennifer Buher-Kane ◽  
Nancy Peter ◽  
Stacy Olitsky ◽  
Susan Kinnevy
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Out Of School Time ◽  
Resource Center ◽  
School Time ◽  
New Information ◽  
Survey Instruments ◽  
Evaluating Professional Development ◽  
Time Resource ◽  
Out Of School

Evaluating professional development can assist with designing better programs in the future, yet survey instruments may not always capture the nuances of participant’s experiences. Therefore, in order to develop better survey instruments, the Out-of-School Time Resource Center conducted a series of five focus groups. Questions pertained to participants’ job-related needs, preferred types of professional development, characteristics of both “good” and “bad” workshops, reasons why new information is not utilized, and recommendations for policymakers/funders. Findings from the focus groups have been used to revise OSTRC pilot surveys, which will be standardized and published as an Evaluation Toolkit that can be used to design and evaluate OST conferences.

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