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Muijs Daniel & Lindsay Geoff (2008). « Where are we at? An empirical study of levels and methods of evaluating continuing professional development ». British Educational Research Journal, vol. 34, n° 2, avril, p. 195–211. En ligne : <http://ejournals.ebsco. ... ContributionID=13971008>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:37 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Muijs2008
Categories: General
Keywords: enseignant, formation des enseignants, formation professionnelle continue
Creators: Lindsay, Muijs
Collection: British Educational Research Journal
Views: 638/1262
Views index: 16%
Popularity index: 4%
URLs     http://ejournals.e ... ibutionID=13971008
Abstract     
Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.
Added by: Marie Gaussel  
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