View in EDS HTML Full Text PDF Full Text

Teachers Reported Knowledge, Skills, and Usefulness of Professional Development on the Self-Determined Learning Model of Instruction

Saved in:
Bibliographic Details
Title: Teachers Reported Knowledge, Skills, and Usefulness of Professional Development on the Self-Determined Learning Model of Instruction
Language: English
Authors: Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen Lynne Lane, Bruce B. Frey
Source: Inclusion. 2024 12(4):242-258.
Availability: American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/inclusion
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Faculty Development, Teacher Attitudes, Pedagogical Content Knowledge, Usability, Evidence Based Practice, Self Determination, Intervention, Inclusion, Secondary School Teachers, Secondary Education, Teaching Models
DOI: 10.1352/2326-6988-12.4.242
ISSN: 2326-6988
Abstract: Understanding the impacts of professional development (PD) on teachers' perceptions of their knowledge, skills, and usefulness (KSU) of evidence-based practices is important, particularly for self-determination interventions in inclusive, secondary classrooms. Limited research exists examining the impacts of self-determination intervention PD on teachers' learning outcomes. In this study, we analyzed the impacts of PD on the Self-Determined Learning Model of Instruction (SDLMI) delivered during a 3-year research project on trained teachers' self-reported KSU of self-determination. Results suggested there were positive impacts on teachers' KSU of self-determination after PD. Implications for future research and practice are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451981
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Understanding the impacts of professional development (PD) on teachers' perceptions of their knowledge, skills, and usefulness (KSU) of evidence-based practices is important, particularly for self-determination interventions in inclusive, secondary classrooms. Limited research exists examining the impacts of self-determination intervention PD on teachers' learning outcomes. In this study, we analyzed the impacts of PD on the Self-Determined Learning Model of Instruction (SDLMI) delivered during a 3-year research project on trained teachers' self-reported KSU of self-determination. Results suggested there were positive impacts on teachers' KSU of self-determination after PD. Implications for future research and practice are discussed.
ISSN:2326-6988
DOI:10.1352/2326-6988-12.4.242