Assessing the Long-term Impact of University Professional Development for Secondary Teachers in Greece

By Maria N. Gravani.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
Published online: July 30, 2015 $US5.00

The study presented focuses on research using meta-interviewing that was conducted aiming at enhancing the credibility of a university program and the impact of the professional development in terms of exploring participants’ personal and professional experiences after the training. Kirkpatrick’s fourth facet on evaluation, “behavior evaluation,” is used as a foundation for the study. This concerns the extent to which participants applied the learning and altered their behavior. The research used a qualitative methodology within an interpretative paradigm and used meta-interviews as the core method for data gathering. 18 secondary teachers and 8 academics were questioned. The findings expose thought-provoking issues allied to the impact of the university imparted professional development programme; reinforce claims made in the prime study; and make a case about the practice of follow up research and meta-interviews in qualitative inquiries.

Keywords: Behavior Evaluation, Professional Development, Universities, Secondary Teachers, Meta-interviewing

The International Journal of Adult, Community and Professional Learning, Volume 22, Issue 4, December 2015, pp.1-13. Article: Print (Spiral Bound). Published online: July 30, 2015 (Article: Electronic (PDF File; 722.115KB)).

Dr. Maria N. Gravani

Lecturer in Continuing Education/Adult Education, School of Humanities and Social Sciences, Open University of Cyprus, Nicosia, Cyprus