Exploring Factors that Influence the Effective Implementation of Professional Development Programmes on Invitational Education

Abstract

Professional development (PD) has emerged over that last decade as a recognisedarea of study (Evans 2002). PD of teachers is seen as an essential ingredientfor creating effective schools and raising students’ performance (Rhodes &Houghton-Hill 2000; Wood & Millichamp 2000; Birman, Desimone, Porter &Garet 2000). Since teachers have the most direct contact with students as wellas a considerable control over what is taught and how it is taught, it is reasonablyassumed that enhancing teachers’ knowledge, skills and attitudes is a criticalstep in improving learner performance (King & Newman 2001; Ribisch1999; Anonymous 2001/2002). It is necessary to realise that teachers cannothope to use the most sophisticated approach to student learning unless they haveboth the skills to use it and the desire to implement it (Shaw 2003).