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DOI

10.14221/ajte.2014v39n4.10

Abstract

A significant body of literature assists researchers and program designers to identify the desirable characteristics of professional development for teachers. Few studies, however, specifically examine the operation and outcomes of programs built upon research-led principles. This study uses a sequential mixed methods design to examine a four-year systemic-change professional development initiative designed to extend and refine the instructional processes of teachers working in the vocational education and training (VET) system in Western Australia. The program’s design incorporated theory and research on systemic change and teacher professional development. Findings reveal that the program was successful in helping teachers extend and refine their instructional practice, but also uncovered several barriers that hindered teachers’ implementation of change. Findings from this study contribute to a better understanding of the complexities and issues involved in the implementation of teacher professional development programs based on research and have the potential to inform future program design.

Link to publisher version (DOI)

10.14221/ajte.2014v39n4.10