Staff development and the process of teacher change
Abstract
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for enhancing the change process to improve staff development efforts are also outlined.
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Changes in teachers' beliefs and attitudes are more likely to occur after teachers can experience hands-on how new practices improve student learning outcomes.
“Changes in teachers' beliefs and attitudes are more likely to occur after teachers can experience hands-on how new practices improve student learning outcomes.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Guskey, 1986
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Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012) · Teaching and learning international survey · doi:10.1787/9789264123540-en · Cited by 168 · see citing works
Teacher Research and the Problem of Practice
Rust, F. O. (2009) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810911100807 · Cited by 128 · see citing works
Park, M., & Sung, Y.-K. (2013) · Asia Pacific Journal of Education · doi:10.1080/02188791.2012.756391 · Cited by 128 · see citing works
Changing teachers' practice: curriculum materials and science education reform in the USA
Carlson, J., & Anderson, R. D. (2002) · Studies in Science Education · doi:10.1080/03057260208560179 · Cited by 128 · see citing works
Characterizing Key Features of the Early Childhood Professional Development Literature
Snyder, P., Hemmeter, M. L., Artman-Meeker, K., Kinder, K. A., Pasia, C., & McLaughlin, T. (2012) · Infants & Young Children · doi:10.1097/iyc.0b013e31825a1ebf · Cited by 127 · see citing works
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Cothran, D. J., Kulinna, P. H., & Garn, A. C. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.04.003 · Cited by 127 · see citing works
Lee, B., Cawthon, S. W., & Dawson, K. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.10.010 · Cited by 125 · see citing works
OECD (2019) · OECD reviews of school resources · doi:10.1787/b7aaf050-en · Cited by 167 · see citing works
- Authors
- GUSKEY, T. R.
- Affiliations
- University of Kentucky (US)
- Corresponding author
- GUSKEY, THOMAS R.
- ORCID
- GUSKEY, THOMAS R.
- Venue
- Educational Researcher
- Published
- 1986-05
- Volume
- 15
- Issue
- 5
- Pages
- 5-12
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2126995272
- Cited by
- 1,493
- References
- 50
- Citations by year
- 2026: 17 · 2025: 26 · 2024: 29 · 2023: 42 · 2022: 51 · 2021: 43 · 2020: 65 · 2019: 75 · 2018: 48 · 2017: 64 · 2016: 73 · 2015: 61 · 2014: 72 · 2013: 62 · 2012: 86
- FWCI
- 85.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Keywords
- teacher change, employee development, professional development programs, teacher perceptions, teacher attitudes, change process model
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