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      Evaluating the Impact of Professional Development

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      RELC Journal
      SAGE Publications

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          Abstract

          Professional development is central to teacher competence and, with particular attention to larger-scale, structured and formal professional development interventions (PDIs), this article discusses how the impact of professional development can be conceptualized and evaluated. Various kinds of impacts on teachers, organizations and systems, and students that PDIs can have are considered, and examples from actual PDIs in the field of English language teaching (ELT) are used to illustrate how such impacts can be assessed. Throughout, various challenges that arise in trying to demonstrate that PDIs make a difference are noted, and the article concludes by suggesting some criteria that can be used to guide the development of impact evaluation frameworks on PDIs.

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          Most cited references59

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          Self-Efficacy : The Exercise of Control

          1 Theoretical Perspectives The Nature of Human Agency Human Agency in Triadic Reciprocal Causation Determinism and the Exercise of Self-Influence Related Views of Personal Efficacy 2 The Nature and Structure of Self-Efficacy Perceived Self-Efficacy as a Generative Capability Active Producers versus Passive Foretellers of Performances The Self-Efficacy Approach to Personal Causation Multidimensionality of Self-Efficacy Belief Systems Self-Efficacy Causality Sources of Discordance Between Efficacy Judgment and Action 3 Sources of Self-Efficacy Enactive Mastery Experience Vicarious Experience Verbal Persuasion Physiological and Affective States Integration of Efficacy Information 4 Mediating Processes Cognitive Processes Motivational Processes Affective Processes Selection Processes 5 Developmental Analysis of Self-Efficacy Origins of a Sense of Personal Agency Familial Sources of Self-Efficacy Peers and the Broadening and Validation of Self-Efficacy School as an Agency for Cultivating Self-Efficacy Growth of Self-Efficacy through Transitional Experiences of Adolescence Self-Efficacy Concerns of Adulthood Reappraisals of Self-Efficacy with Advancing Age 6 Cognitive Functioning Students' Cognitive Self-Efficacy Teachers' Perceived Efficacy Collective School Efficacy 7 Health Functioning Biological Effects of Perceived Self-Efficacy Perceived Self-Efficacy in Health Promoting Behavior Prognostic Judgments and Perceived Self-Efficacy 8 Clinical Functioning Anxiety and Phobic Dysfunctions Depression Eating Disorders Alcohol and Drug Abuse 9 Athletic Functioning Development of Athletic Skills Self-Regulation of Athletic Performance Collective Team Efficacy Psychobiological Effects of Physical Exercise 10 Organizational Functioning Career Development and Pursuits Mastery of Occupational Roles Self-Efficacy in Organizational Decision Making Self-Efficacy in Enactment of Occupational Roles Collective Organizational Efficacy 11 Collective Efficacy Gauging Collective Efficacy Political Efficacy Enablement by Media Modes of Influence Enablement for Sociocultural Change Underminers of Collective Efficacy References Name and Subject Indexes.
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            Those Who Understand: Knowledge Growth in Teaching

            L. SHULMAN (1986)
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              Teacher efficacy: capturing an elusive construct

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                Author and article information

                Journal
                RELC Journal
                RELC Journal
                SAGE Publications
                0033-6882
                1745-526X
                August 2018
                July 10 2018
                August 2018
                : 49
                : 2
                : 195-216
                Affiliations
                [1 ]Western Norway University of Applied Sciences, Norway
                Article
                10.1177/0033688218784371
                374b2101-35fd-41d0-a9d6-91f4948bb8f3
                © 2018

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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