Teacher professional growth plans : a case study
| dc.contributor.author | Eadie-Gyori, Angela | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Townsend, David | |
| dc.date.accessioned | 2010-03-23T19:38:43Z | |
| dc.date.available | 2010-03-23T19:38:43Z | |
| dc.date.issued | 1999 | |
| dc.description | x, 124 leaves ; 29 cm. -- | en |
| dc.description.abstract | With educational practices changing to keep pace with a rapidly changing society, the great need for professional growth and development amongst teachers is apparent. However, time is a precious commodity in schools and in the teaching profession and, consequently, it is critically important that effective professional development practices be identified and incorporated into the on-going activities within schools, while ineffective practices be avoided. The purpose of this study was to examine teachers' views on the effectiveness of annual professional development plans in promoting professional growth. The study explores whether or not teachers believe that their growth plans led to enhanced or changed classroom practices, teachers' perspectives on the effectiveness of grade level team professional development goals, aspects of the process of developing and completing a professional development plan that were helpful and aspects which should be changed, specific things administrators can do that would be helpful to teachers in their pursuit of professional growth, aspects of a school culture that are conducive to success with professional development plans, teachers' concerns regarding the requirement in provincial policy that all teachers develop annual professional development plans, and teachers' perspectives on the effectiveness of professional growth plans as compared to other professional development approaches used previously. The study was conducted as a case study utilizing an interview approach. The subjects were ten teachers from a rural central Alberta school. All ten of the teachers in the study responded that they believed developing a professional growth plan had helped them to grow professionally. Seven out of the ten teachers interviewed indicated that their growth plan had contributed to enhanced or changed classroom practices. A variety of specific suggestions were offered by the subjects regarding ways to improve the individual growth plan approach to professional growth and ways administrators could be of assistance to teachers. Eight out often teachers indicated that growth plans were more effective in promoting growth than other approaches they have been involved with in the past. An individualized approach to professional development utilizing professional growth plans holds great promise in promoting teacher growth and improved practices. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/988 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Professional education -- Alberta | en |
| dc.subject | Teachers -- In-service training -- Alberta | en |
| dc.subject | Teachers -- Training of -- Alberta | en |
| dc.title | Teacher professional growth plans : a case study | en |
| dc.type | Thesis | en |