ABSTRACT

This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers’ continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed thematically. The results showed that factors affecting the PDP process related mainly to structural and strategical work in schools. The lack of clear guidelines and support from principals and colleagues, as well as the absence of discussions on school strategy and its meaning for teachers’ professional development, negatively affected the PDP process. As a result, schools’ strategic planning only vaguely guided individual PDP processes. The results suggest that, for the successful implementation of a PDP process, schools’ strategic planning should be more clearly integrated with teachers’ PDPs in order to enhance their personal professional development in meaningful ways.

摘要

本研究调查了在芬兰拉普兰实施作为教师持续专业学习工具的专业发展计划 (PDP) 的过程。PDP 模型是按照基于设计的研究 (DBR) 方法通过两个周期开发的。通过采访教师和校长收集数据，然后进行主题分析。结果表明，影响 PDP 过程的因素主要与学校的结构和战略工作有关。缺乏明确的指导方针和校长和同事的支持，以及缺乏关于学校战略及其对教师专业发展的意义的讨论，对 PDP 过程产生了负面影响。因此，学校的战略规划只能模糊地指导个别 PDP 流程。结果表明，