Key Elements of Effective Mandatory Professional Development Programs

Authors

  • Dennis Alonzo University of New South Wales, Sydney, Australia,
  • Ria Asih Universitas Muhammadiyah Malang, Indonesia,
  • Cherry Zin Oo Yangon University of Education, Yangon, Myanmar,
  • Giovanni Pelobillo University of Mindanao, Philippines,
  • Rex Lim Department of Education, Davao City Division, Philippines,

Keywords:

professional development (PD), mandatory PD, elements of PD, effective PD, professional development programs

Abstract

Mandatory professional development (PD) programs are prevalent in the system despite research evidence of its weakness in changing teachers’ actual classroom practices. There is no coherent understanding of what makes mandatory PD programs effective. We accessed 23 articles from three databases using the Preferred Reporting Items for Systematic Reviews and Meta-analysis to develop a knowledge base of mandatory PD. We explored how mandatory PD programs have been researched and conceptualised, emphasising what key elements support teachers’ implementation of their acquired knowledge and skills. We developed a framework for designing a mandatory PD program with integrated system-level and school-level extended programs to ensure its effectiveness. Our findings expand Desimone’s elements of effective PD to include school-extended elements such as opportunity and autonomy to implement, monitoring and evaluation mechanisms, and support and resources for teachers. The framework has implications for articulating policy, improving mandatory PD practices, and theoretical understanding of effective mandatory PD programs.

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Published

2024-07-01

How to Cite

Alonzo , D., Asih , R., Oo , C. Z., Pelobillo , G., & Lim , R. (2024). Key Elements of Effective Mandatory Professional Development Programs. International Journal of Instruction, 17(3), 355–370. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/618

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Section

Articles