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Creating Professional Development That Works
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Many inservice teacher educators are experienced classroom teachers; however, they have little - if any - formal training in the design of professional development. As a result, they are likely to use an unintentional design process to create professional development that conflicts with what research has found to be effective, and lacks the capacity to change deeply held pre-existing beliefs, attitudes, and assumptions of inservice teachers. The purpose of this book is to provide inservice teacher educators with a design process developed especially for them, in-depth knowledge of the research foundation of the process, and the knowledge required to use that process effectively. This book will provide a comprehensive view of the relationship between the effectiveness of professional development and its design.
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