Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory

May. 15, 2015

Source: Educational Action Research, Volume 23, Issue 2, 2015, pages 162-177

This article examines the topic of professional development programmes’ impact.
Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework.
These concepts 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.

Updated: Sep. 24, 2015