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No One Way: Working Models for Teachers’ Professional Development
Article

, York University, Canada ; , , Simon Fraser University, Canada

Journal of Technology and Teacher Education Volume 10, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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Abstract

This study investigates the role of professional development in the implementation of computer technologies in schools across Canada and elsewhere. Three examples of professional development in Canada are examined, each functioning at a different administrative level (faculty of education, schooldistrict and school-based), and each employing a different strategy or set of tactics for professional development. The programs are described in general terms, elucidating the methods and practices which support and hinder teachers in their technological development. Teachers' and administrators' own stated preferences for "what works" and "what doesn't work" are examined as they attempt to make more and/or better use of computers in their classes and schools. The data collection methods that were used in this study were documentary research, onsite visits, workshop observations, and semi-structured interviews with teachers, project developers and administrators. A common range of issues encountered when teachers participate in large- and smallscale professional development programs was identified, and certain key elements that should be considered when designing and implementing professional development programs for teachers are suggested.

Citation

Jenson, J., Lewis, B. & Smith, R. (2002). No One Way: Working Models for Teachers’ Professional Development. Journal of Technology and Teacher Education, 10(4), 481-496. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 23, 2023 from .

© 2002 Society for Information Technology & Teacher Education

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References

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