Does it make a difference? Evaluating professional development

Authors

  • Thomas R. Guskey Universidade de Kentucky, Lexington, Kentucky, Estados Unidos

DOI:

https://doi.org/10.18222/eae.v34.10106

Keywords:

Teachers, Professional Development, Evaluation

Abstract

In this article, Thomas R. Guskey presents a proposal to evaluate teacher professional development. This topic is relevant to the Brazilian context where several initiatives of this type are implemented, and are rarely evaluated. Guskey’s proposal, the object of the book Evaluating professional development, addresses five evaluation levels: participants’ reaction; participants’ learning; organization support and change; participants’ use of new knowledge and skills; and, students’ learning outcomes. For the author, it is important to start professional development with a clear definition of the intended goals, making it possible to obtain good evidence about its contributions through the collection and analysis of information at each of the evaluation levels.

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Author Biography

Thomas R. Guskey, Universidade de Kentucky, Lexington, Kentucky, Estados Unidos

Thomas R. Guskey é professor de avaliação e estudos em políticas educacionais na Faculdade de Educação da Universidade de Kentucky.

References

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Guskey, T. R. (2001). The backward approach. Journal of Staff Development, 22(3), 60.

Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34-38.

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Sparks, D. (1996, February). Viewing reform from a systems perspective. The Developer, 2, 6.

Sparks, D., & Hirsh, S. (1997). A new vision for staff development. ASCD.

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Published

2023-03-24

How to Cite

Guskey, T. R. (2023). Does it make a difference? Evaluating professional development. Estudos Em Avaliação Educacional, 34, e10106. https://doi.org/10.18222/eae.v34.10106

Issue

Vol. 34 (2023)

Section

Translations

License

Copyright (c) 2023 Thomas R. Guskey

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