Professional development that considers teachers' attitudes toward an innovation

Jeannine E. Turner, ChanMin Kim

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study investigated the extent to which teachers' motivation and attitudes for professional development training facilitated their willingness to implement reform strategies. Teachers completed surveys prior to training and after receiving training. Analysis compared the responses of beginning teachers (new to the process) and advanced teachers (receiving advanced training). Advanced teachers showed that their instructional strategies and goals corresponded to the innovations at the start. At the end of the training, Beginning teachers gave positive ratings for the training and their emotions toward implementing the training.

Original languageEnglish (US)
Title of host publicationICLS 2006 - International Conference of the Learning Sciences, Proceedings
Pages1002-1003
Number of pages2
Publication statusPublished - Dec 1 2006
Event7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States
Duration: Jun 27 2006Jul 1 2006

Publication series

NameICLS 2006 - International Conference of the Learning Sciences, Proceedings
Volume2

Other

Other7th International Conference of the Learning Sciences, ICLS 2006
CountryUnited States
CityBloomington, IN
Period6/27/067/1/06

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All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Cite this

Turner, J. E., & Kim, C. (2006). Professional development that considers teachers' attitudes toward an innovation. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 1002-1003). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 2).