Valuable In-Service Training: Evaluation by Principals.Report as inadecuate




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This study investigated what motivated principals to seek professional development and criteria they used when reflecting on their professional development experiences. It explored how they conceptualized the implementation process of their inservice experiences and noted why they chose specific professional development programs and how they used acquired knowledge. Graduate students interviewed elementary principals who had participated every year for at least 3 years in a professional development program. Before the interview, principals completed questionnaires on demographics, work situation, three professional development programs in which they participated, reasons why they participated, program usefulness, quality of training, and how training supported their professional learning. The interviews collected more detailed information on the same topics. Data analysis indicated that principals wanted to know more about some innovations before acting on them. Principals valued inservice programs that provided information confirming their personal theories. Most principals valued chances for informal networking during inservice activities. Principals wanted a balanced blend of information, demonstrations, practice, reflection, and discussion about implementation problems. The most effective inservice training method involved the principals and all of the teachers participating in an inservice program. (Contains 17 references.) (SM)

Descriptors: Administrator Attitudes, Elementary Education, Foreign Countries, Graduate Study, Higher Education, Information Networks, Inservice Education, Principals, Professional Development











Author: Vandenberghe, Roland; Kelchtermans, Geert; Maes, Frederik

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9829&id=ED446032







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