Personal development plans (PDP) as a tool to promote teacher career development

Minna Körkkö (Puhuja), Marja-Riitta Kotilainen (Puhuja)

Aktiviteetti: EsitelmäKonferenssiesitelmä


Problem Statement: The Finnish system for teacher in-service training is scattered, and a continuum between pre- and in-service training is weak. Only a few teachers use a professional personal development plan (PDP). Research Questions: How is the process of implementing a PDP practiced? What is the role of school leaders? What do teachers and school leaders consider in the process? Purpose of the Study: The study was conducted in the Arctic Reformative and Exploratory Teaching Profession project. The aim of the study is to investigate the process of implementing teacher PDPs in some primary schools in Lapland, Finland. The purpose is to describe the process and issues that promoted or hindered the process. Research Methods: The data were collected through questionnaires, a focus group and individual interviews. First, the current situation of teacher in-service training was investigated by administering a questionnaire to all teachers and principals in the primary and secondary levels and to local education department heads in Lapland. Second, teachers filled out PDPs. Some teachers and school leaders were also interviewed. Findings: Guidance and peer support were essential in the process of implementing PDPs. Some teachers required more support and time for making PDPs. The role of a school principal was integral in PDP implementation. PDPs guided professional development, increased self-awareness and helped teachers in changing working environments. However, school and municipality strategies did not always meet teachers’ daily working reality. Conclusions: The process of implementing PDPs was accomplished insufficiently in schools. Principals and teachers did not seem to have enough time for it. There is therefore a danger that the role of PDPs is misunderstood and teacher motivation decreases as a result. Teachers should participate in in-service training more actively. Regional and geographical challenges in Lapland require providing distance education services.

Key Words: personal development plan; professional development; in-service training; teachers; mentoring; distance education
Aikajakso11 lokakuuta 2019
Tapahtuman tyyppiKonferenssi
Vaikuttavuus / laajuusKansainvälinen