Journal Article10.1111/J.1746-1561.1992.TB06035.X
Enhancing program implementation and maintenance through a multiphase approach to peer-based staff development.
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TL;DR: Evidence is presented that teachers respond to innovations in developmental stages, and a multiphase approach to staff development is necessary to assist teachers during each stage, and post-inservice staff development requires opportunities for teacher collaboration.
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Abstract: School-based health education programs often are limited by failures in implementation and maintenance While inservice training has proven beneficial, teacher training research indicates that the more complex the demands on teachers using innovative psychosocially based health education curricula, the greater the necessity for post-inservice follow-up staff development Evidence is presented that 1) teachers respond to innovations in developmental stages, 2) a multiphase approach to staff development is necessary to assist teachers during each stage, 3) post-inservice staff development requires opportunities for teacher collaboration, 4) approaches to staff development should fit the stage of teacher development, and 5) the organizational context of staff development is critical Peer-based approaches to post-inservice staff development are presented, with a review of strengths and limitations of each approach (J Sch Health 1992;62(5):161–166)
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TL;DR: The authors argue that learning how to learn is just as important for teacher professional development as the acquisition of new knowledge and skills; and explore a model of coaching in which joint planning and resource development, together with mutual observation and learning from each other are the key elements.
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