Using Mixed-Method to Evaluate a Kindergarten Teachers’ Professional Development Programme and to Investigate the Teachers’ Professional Growth

Abstract

In this article we present the evaluation of the kindergarten teachers’ professional development programme ‘Upgrading the quality of the preschool environment’ conducted by the participating teachers. The programme aimed at the improvement of the quality of Early Childhood Education and Care. The evaluation, which followed a mixed method design, combining quantitative and qualitative approaches, was based on Guskey’s (2002) five levels model. Τhe Interconnected Model of Teacher Professional Growth (Clarke, D., & Hollingsworth, H., 2002) was used as a framework to study participants’ professional growth.14 teachers serving in public Kindergartens in Greece participated in this study (n=14). According to our findings, the overall programme, the acquisition of knowledge and competences and the possibility of their application in the teaching practice were assessed as positive. The significance of a supportive context in the application of new knowledge and practices was also outlined. Moreover, the main correlations between domains of the Interconnected Model of Teacher Professional Growth are presented, which depict the sequences though which the changes in the teachers occurred. Our research provides useful information regarding the design of future professional development programmes aiming at the development of the quality of the preschool environment.

Keywords

• mixed - method
• teacher professional development evaluation
• Guskey's model
• teachers' professional growth
• preschool education

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