Professional Development and Teacher Change

Resource type
Journal Article
Author/contributor
Title
Professional Development and Teacher Change
Abstract
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.
Publication
Teachers and Teaching
Volume
8
Issue
3
Pages
381-391
Date
08/2002
Journal Abbr
Teachers and Teaching
Language
en
ISSN
1354-0602, 1470-1278
Accessed
20/05/2020, 15:11
Library Catalog
DOI.org (Crossref)
Extra
shortDOI: 10/fnm4h7
Citation
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512