Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10-week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K-W-L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emic analysis revealed evidence of Desimone's framework as well as emerging themes that showed the importance of modeling, expanding the professional community, confirming beliefs, increasing confidence, and developing a learner-centered mindset to effective PD for FL teachers. These emerging themes are presented as an expansion of Desimone's core conceptual framework based on contextual factors specific to PD for FL instructors of adult learners. The results of this study can inform the development and evaluation of FL teacher PD and ground future studies in this context using Desimone's framework.

中文翻译：

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成人外语教师短期专业发展的感知影响：案例研究

使用 Desimone (2009) 的框架来研究教师专业发展 (PD) 的影响，这项定性研究检验了为期 10 周的专业发展课程对 31 名使用美国政府语言的外语 (FL) 教学教职员工的有效性和影响学校。数据来源包括来自课程参与者的 31 份 KWL 反思、15 份问卷答复和 9 次半结构化访谈。Etic 和 emic 分析揭示了 Desimone 框架的证据以及新兴主题，这些主题表明建模、扩大专业社区、确认信念、增加信心以及培养以学习者为中心的心态对 FL 教师的有效 PD 的重要性。这些新兴主题是 Desimone 的扩展 s 核心概念框架基于特定于 PD 的上下文因素，适用于成人学习者的 FL 教师。本研究的结果可以为 FL 教师 PD 的发展和评估提供信息，并使用 Desimone 的框架在此背景下为未来的研究奠定基础。