Evaluation of teacher professional learning workshops on the use of technology - a systematic review

Ahadi, A; Bower, M; Lai, J; Singh, A; Garrett, M

Evaluation of teacher professional learning workshops on the use of technology - a systematic review

Ahadi, A

Bower, M Lai, J Singh, A Garrett, M

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Professional Development in Education, 2021, pp. 1-17
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Ahadi, A https://orcid.org/0000-0002-2018-3065
dc.contributor.author	Bower, M
dc.contributor.author	Lai, J
dc.contributor.author	Singh, A
dc.contributor.author	Garrett, M
dc.date.accessioned	2022-01-24T14:05:36Z
dc.date.available	2022-01-24T14:05:36Z
dc.date.issued	2021-01-01
dc.identifier.citation	Professional Development in Education, 2021, pp. 1-17
dc.identifier.issn	1941-5257
dc.identifier.issn	1941-5265
dc.identifier.uri	http://hdl.handle.net/10453/153514
dc.description.abstract	Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing capabilities which support the achievement of student learning outcomes. Multiple approaches for evaluating professional development programmes have been developed, though each with different emphases and theoretical positioning. In this systematic review, 41 research-oriented teacher professional development workshops on technology use were critically analysed to understand how such workshops are evaluated. This study examines content evaluation, instrument types, and common professional development frameworks in teacher professional development workshops and reports on their usage and alignment. Based on the findings, the majority of papers in the systematic review did not deploy comprehensive professional development evaluation models to assess teacher professional development workshops. The majority of studies did not report on the use of established instruments for the purposes of data collection. It was further observed that the majority of these studies did not attempt to evaluate different dimensions of teacher change or different dimensions related to evaluation.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Professional Development in Education
dc.relation.isbasedon	10.1080/19415257.2021.2011773
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Professional Development in Education, 2021, pp. 1-17], available online: https://www.tandfonline.com/doi/full/10.1080/19415257.2021.2011773”
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Evaluation of teacher professional learning workshops on the use of technology - a systematic review
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access	*
dc.date.updated	2022-01-24T14:05:28Z
pubs.publication-status	Published

Abstract:

Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing capabilities which support the achievement of student learning outcomes. Multiple approaches for evaluating professional development programmes have been developed, though each with different emphases and theoretical positioning. In this systematic review, 41 research-oriented teacher professional development workshops on technology use were critically analysed to understand how such workshops are evaluated. This study examines content evaluation, instrument types, and common professional development frameworks in teacher professional development workshops and reports on their usage and alignment. Based on the findings, the majority of papers in the systematic review did not deploy comprehensive professional development evaluation models to assess teacher professional development workshops. The majority of studies did not report on the use of established instruments for the purposes of data collection. It was further observed that the majority of these studies did not attempt to evaluate different dimensions of teacher change or different dimensions related to evaluation.

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http://hdl.handle.net/10453/153514