Cited by 238Teacher Education and Leadership StudiesEvaluation of Teaching PracticesTeacher Professional Development and Motivation

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A longitudinal study of teacher change: what makes professional development effective?

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Boyle, Bill, While, David, Boyle, Trudy·2004·The Curriculum Journal

DOI 10.1080/1026716032000189471

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Abstract

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for the remaining areas of investigation to be addressed (annual data collection sweeps will continue).

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Authors: Boyle, B., While, D., & Boyle, T.
Affiliations: University of Manchester (GB)
Venue: The Curriculum Journal
Publisher: Wiley
Published: 2004-03
Volume: 15
Issue: 1
Pages: 45-68
ISSN: 0958-5176 (ISSN-L)
1469-3704
DOI: 10.1080/1026716032000189471
OpenAlex: W1974562189
Cited by: 238
References: 12
Citations by year: 2026: 1 · 2025: 3 · 2024: 3 · 2023: 11 · 2022: 15 · 2021: 14 · 2020: 12 · 2019: 20 · 2018: 9 · 2017: 9 · 2016: 13 · 2015: 17 · 2014: 24 · 2013: 21 · 2012: 14
FWCI: 27.66
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2286 d)
Locations: The Curriculum Journal (publishedVersion)
Research Explorer (The University of Manchester) (submittedVersion)
Topics: Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Teacher Professional Development and Motivation
Keywords: teacher professional development, teacher change, professional development effectiveness, primary school teachers, secondary school teachers, teacher training model, England

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A longitudinal study of teacher change: what makes professional development effective?

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