Despite the increasing adoption and implementation of Teaching Personal and Social Responsibility (TPSR; Hellison, 2013) in Korea, little research attention has been paid to the quality of TPSR implementation. To enhance the quality of TPSR implementation, teachers should be provided with diverse professional development (PD) opportunities. Research has shown that well-designed PD programs can enhance teachers’ knowledge as well as student learning outcomes (Hunk, Ince, & Tannehill, 2012). The purpose of this study was to examine the impact of a PD program on teachers’ TPSR implementation in terms of implementation fidelity and fidelity-oriented adaptation. The three questions that guided this study were: (a) What are the impacts of PD on teacher’s TPSR implementation fidelity?; (b) How does PD influence teacher’s TPSR adaptation?; and, (c) In what ways does PD influence teachers’ TPSR implementation?
Method:
The one-year PD included: (a) 10 sessions of university-based workshops, (b) web-based professional dialogue, (c) on-site school observation, and (d) individualized feedback based on video analysis of teaching. Participants were eight elementary classroom teachers (7 males, 1 female) who taught 3-5thgraders. Data were collected from pre- and post-PD interviews with teachers and students, observation of teaching, and teacher reflective journal entries.
Analysis/Results:
Data which were collected from interviews, reflective journal entries, and field notes were coded, and cross-case analysis was conducted to find common themes across the participants. The multiple sources of data provided corroborating evidence by comparing consistency among data sources. To enhance trustworthiness of data, the interview transcripts and initial analysis were shared with participants for checking accuracy and appropriateness of interpretation. Findings revealed that PD influenced teachers’ implementation fidelity in terms of: (a) enhancing structural adherence, (b) facilitating coherent instructional delivery, and (c) making students more active and responsible. The PD also influenced teachers’ model adaptation in light of: (a) differentiating strategies, (b) modifying existing components, and (c) extending TPSR implementation through the connection with other subjects or activities. Participants perceived that the following three characteristics of PD have facilitated their implementation: (a) treating teachers as co-creator of knowledge, (b) establishing professional identity by sharing common goals of PD, and (c) providing continuous and authentic learning experience.
Conclusions:
The findings of this study suggest that TPSR implementation is a continuous learning process which required continuous professional development opportunities for teachers. The professional development combining underpinning theoretical knowledge and practical experience can be a viable tool to facilitate teachers’ model-based practice.