Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

Abstract

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers’ professional development interventions on students’ learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of theory-driven approach to program planning to design and evaluate a teachers’ professional development program (TPDP). The Manabu Sato’s learning community theory was applied to structure all components of a 54-hour workshop. The participants consisted of seven secondary school science teachers from two schools. The major findings indicated that program design was suitable to participants. More than 70% of the participants were satisfied with program implementation. They revealed that TPDP was beneficial to their instruction and promoted their professional capacities. The TPDP had marked impacts on participants’ teaching beliefs, knowledge, and skills were promoted by the program.

Keywords: Program theory-driven approach, Learning community, Teacher professional development program, Program evaluation