The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module.
A 3-step approach was used to identify the essential characteristics:
(1) evidence produced in the classroom settings of the schools;
(2) specific curriculum features of the ASMaT subject were taken into account; and
(3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation.
Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.