Coherence: Policymakers, Districts and Schools’ Perspectives of Teachers’ Professional Development

Arnon Hirsch, Chen Schechter

Research output: Contribution to journalArticlepeer-review

Abstract

Coherence is highly important in teacher education and professional development programs—the extent of shared vision between position holders contributes to the program’s success. Nevertheless, the research on shared vision and coherence has primarily focused on teacher training programs. Hence, in this study, we conducted 29 interviews with teachers, principals, and district and national superintendents of professional development to explore various perspectives among position holders in the education system. Teachers and principals stress the atmosphere in schools and the wholistic experience of a teacher within school, whereas the national and district superintendents focus on building personalized courses for each teacher. There are agreements regarding the significance of teacher motivation, peer learning and study of practice. This study explores the notion of coherence in professional development through a holistic perspective, providing practical implications for improving the way education systems promote teachers’ professional development.

Original languageEnglish
JournalTeacher Educator
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.

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