Title

Teachers’ emotional experiences in professional development: Where they come from and what they can mean

Department

Secondary and Middle Grades Education

Document Type

Article

Publication Date

1-1-2019

Abstract

Teacher professional development (PD) is increasingly viewed as a promising way to help teachers meet the demands placed on them by ever-expanding accountability measures (Guskey, 2002). Efforts to understand how PD can catalyze change, however, have been fraught with challenges. Scholars have noted a lack of research on whether PD improves outcomes for teachers or students (Garet, Porter, Desimone, Birman, & Yoon, 2001). Moreover, some studies have identified positive associations between teachers’ participation in PD and student achievement (Desimone, Smith, & Phillips, 2013; Yoon, Duncan, Lee, Scarloss, & Shapley, 2007) whereas others have found null (Jacob, Hill, & Corey, 2017) or mixed (Lindvall, 2017) results.

Journal

Teaching and Teacher Education

Journal ISSN

0742-051X

Volume

77

First Page

53

Last Page

65

Digital Object Identifier (DOI)

10.1016/j.tate.2018.09.008

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