Abstract
Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that enhance teachers' instructional adaptability, and explore potential barriers to the implementation of adaptive teaching, which may be addressed preemptively through PD.
Notes
Allison Ward Parsons is at George Mason University. Julie Winneur Ankrum is at Indiana University of Pennsylvania. Aimee Morewood is at West Virginia University.