NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1193769
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1536-3031
Edcamp: Listening to the Voices of Teachers
Wake, Donna; Mills, Michael
Issues in Teacher Education, v27 n3 p90-106 Fall 2018
Effective professional development (PD) can be a powerful tool in school success and teacher satisfaction; however, teachers often report their PD experiences as lackluster or not responsive to their immediate needs (Desimone, 2011; Guskey, 2009; Lutrick & Szabo, 2012). Teachers need professional support in today's educational environment to implement new curriculum standards, appropriately integrate new technology, prepare students for both old and new test formats, support diverse learners, and meet the criteria imposed by new teacher evaluation systems. The purpose of this study is to examine one model for staging relevant and responsive PD for teachers: Edcamp. Data from the workshops scheduled and teacher responses to a survey are explored in this article. Specifically, it focuses on the following three questions: (1) How do teachers describe their typical professional development experiences? (2) What professional development topics, issues and needs are being requested by teachers in one local context? and (3) How to teachers respond to the "Edcamp" professional development model?
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas