Press "Enter" to skip to content

What do Teachers Want from Their Professional Development? Four Emerging Themes- Annotated Bibliography

Matherson, L., & Windle, T. (2017). What Do Teachers Want from Their Professional

Development? Four Emerging Themes. Delta Kappa Gamma Bulletin, 83(3), 28-32.

Matherson and Windle (2012) describe four needs that teachers should have met when they are being provided professional development. Through a literature review, they determined that teachers need interactive and engaging activities that are relevant to their students, methods of providing more practical ways to deliver content to students, teacher-driven learning experiences, and professional development that is sustained over time. These fours pieces should provide teachers with the resources and skills needed to be more effective practitioners.

This article provides research that supports the four needs of professional development. Through this review of the literature, the authors discuss how support for professional learning communities can help to promote these four professional development needs. The focus of this article is to describe how professional development that is provided in the right way and meets the needs of educators, can better promote student growth.

As I research to better understand best practices for providing teachers with effective professional development for learning about educational technology integration and pedagogies, this article provides an outline for some of the most important elements to consider. The findings discussed here provides more research to consider and a beginning for elements to consider when evaluating effective teacher professional development strategies.


Other Articles of Interest:

  • Colbert, J. A., Brown, R. S., Choi, S., & Thomas, S. (2008). An investigation of the impacts of teacher-driven professional development on pedagogy and student learning. Teacher Education Quarterly, 35(2), 135-154.
  • Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development (research brief). Palo Alto, CA: Learning Policy Institute.
  • Lee, H. (2005). Developing a professional development program model based on teachers’ needs. Professional Educator, 27(1), 11.
  • Parks, R. A., Oliver, W., & Carson, E. (2016). The status of middle and high school instruction: Examining professional development, social desirability, and teacher readiness for blended pedagogy in the southeastern united states. Journal of Online Learning Research, 2(2), 79-101.