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Professional Development in Education Volume 50, 2024 - Issue 4
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Article

Teacher perceptions of effective professional development: insights for design

Ling Zhanga Center for Research on Learning, Center for Innovation, Design, and Digital Learning, University of Kansas, Lawrence, United StatesCorrespondence[email protected]
[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9449-6283
ORCID Icon,
Richard Allen Carter Jr.b School of Counseling, Leadership, Advocacy, and Design, University of Wyoming College of Education, Laramie, United StatesORCID Iconhttps://orcid.org/0000-0003-2798-0398
ORCID Icon,
Jihong Zhangc Department of Psychological and Quantitative Foundations, University of Iowa, Iowa City, United StatesORCID Iconhttps://orcid.org/0000-0003-2820-3734
ORCID Icon,
Tiffany L. Huntb School of Counseling, Leadership, Advocacy, and Design, University of Wyoming College of Education, Laramie, United StatesORCID Iconhttps://orcid.org/0000-0003-3189-0029
ORCID Icon,
Christopher R. Emerlingd Department of Special Education, University of Illinois at Chicago, Chicago, USAORCID Iconhttps://orcid.org/0000-0003-4410-1594
ORCID Icon,
Sohyun Yange Department of Special Education, University of Kansas, Lawrence, USAORCID Iconhttps://orcid.org/0000-0001-6248-3771
ORCID Icon &
Fangjie Xuf Faculty of Education, Beijing Normal University, Beijing, China
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Pages 611-624 | Received 14 Aug 2020, Accepted 17 Dec 2020, Published online: 27 Jan 2021

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Read on this site (5)

Dong Nguyen, Ellen Boeren, Srabani Maitra & Sofie Cabus. (2024) A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education 50:1, pages 91-107.
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Ayanaw Yigletu, Kassa Michael & Mulugeta Atnafu. (2023) Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning. Cogent Education 10:1.
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Lourdes Meroño, Antonio Calderón & José L. Arias-Estero. (2023) Teachers’ professional development needs: a critical analysis of TALIS through structural equation modelling. European Journal of Teacher Education 0:0, pages 1-20.
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Wilfred W. F. Lau & Morris S. Y. Jong. (2023) Typology of teachers’ stages of concern for STEM education. Research in Science & Technological Education 41:4, pages 1560-1578.
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Silvia Edling. (2023) The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön. Professional Development in Education 0:0, pages 1-18.
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Articles from other publishers (4)

Hong Zhang, Xuehan Lyu & Yannan Qiu. (2024) Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore. Journal of Teacher Education.
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Yusuf Koç & Kevser Koç. (2023) Kindergarten Teachers’ Experiences in a Spatial Orientation Skills Professional Development Program. SAGE Open 13:2.
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Fadil Latifi & Endrit Latifi. (2022) Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019. Social Sciences 11:8, pages 344.
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Joseph Meng-Chun Chin, Gregory S. Ching, Fides del Castillo, Tzu-Hsing Wen, Yu-Chen Huang, Clarence Darro del Castillo, Jenny Lynn Gungon & Sheilla M. Trajera. (2022) Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability 14:1, pages 470.
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