%0 Journal Article
%T What Should We Consider in Teachers¡¯ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone
%A Ho Soo Kang
%A Jungju Cha
%A Bong-Woon Ha
%J Creative Education
%P 11-18
%@ 2151-4771
%D 2013
%I Scientific Research Publishing
%R 10.4236/ce.2013.44A003
%X <p style=\"text-align:justify;\">
	<span>Teacher professional
development has long been of interest since it affects teachers¡¯ learning, the
practice of teaching, and student learning. In reality, as substantial
resources have been spent on professional development, policy makers increase
their search for evidence-based research about its effects on teachers¡¯ and
students¡¯ outcomes. Therefore, it is imperative to use a solid framework
evaluating professional development. Specifically, Desimone (2009) provides a
comprehensive framework for evaluating the effect of professional development.
Specifically, she represents that: 1) core features of effective professional
development are content focused, active learning, coherence, duration, and
collective participation; 2)</span><span> the way</span><span> this effective professional development affect
teachers¡¯ knowledge, their practice, and finally students¡¯ learning; and 3) contextual
factors such as student characteristics, teacher characteristics, and sch</span><span>ool characteristics
are related to the effectiveness of professional development. Through this
study, Desimone¡¯s framework has been supported by both theoretical literature
and empirical studies. Furthermore, some implications were provided for policy
makers and school leaders as well as for teachers in Korea.</span><span></span> 
</p>
%K Teacher Professional Development
%K Teacher Education
%K Teacher Evaluation
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=30903