Researching the impact of teacher professional development programmes based on action research, constructivism, and systems theory

Abstract

This paper deals with the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme’s impact are provided and discussed. Moreover, implications for future programmes’ planning and implementation are provided.

Keywords:

• teacher professional development
• impact
• action research
• constructivism
• systems theory

Disclosure statement

No potential conflict of interest was reported by the authors.