ABSTRACT Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and resources.

中文翻译：

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遵循形成性教学实践专业发展的教学变化

摘要美国已在联邦，州和地方各级拨出大量资金，以促进教师专业发展，以实现教学变革并改善学生的学习成绩。教学实践的改变是衡量专业发展质量和有效性的一项重要指标。这项研究旨在观察跨越三个数据点的45名课堂教师的教学变化：在为期两年的全州专业发展计划的开始，中期和结束时，该计划旨在将形成性的教学实践纳入日常课堂工作中。重复的测量分析结果表明，在提供有效反馈和鼓励学生学习自主权方面发生了重大变化。这项研究中包括的教室中的变更模式为将来的专业发展重点，设计和交付提供了信息。研究人员发现，由于地方实施计划，组织结构，重点和资源的不同，实施全面的教师专业发展计划以提高教学质量是有希望的，但充满挑战。