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Interactive Staff Development Supports Collaboration When Learning to Teach

Boston College

Margaret Gallego

San Diego State University

Grace Zamora Duràn

U. S. Department of Education

Elba I. Reyes

Stanfield, Casa Grande Union High School, AZ.

Teachers' adoption of a new teaching practice is related to their investment in staff development and the degree to which they consider it worthwhile. We conducted an interactive staff development, which involved teachers in the analysis, practice, and refinement of new instructional activities. Data from teaching observations, interviews and surveys indicate that the interactive nature of the staff development assisted the teachers to adapt the featured instructional practices in ways that both mirrored and challenged their personal beliefs and knowledge about teaching and learning. The sustained interactive staff development process helped the teachers re-consider the efficacy of their current approaches to teaching while integrating new instructional practices.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 28, No. 1, 40-51 (2005)
DOI: 10.1177/088840640502800105


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