I’m looking to have a literature review written that identifies three main theories of professional development as it relates to teachers. I’m particularly looking at using it for my dissertation literature review. references should be fairly recent, from the past 5-7 years, but some older references can be acceptable if they are long established theories. The lit review is being used in a dissertation that is looking at a case study of a professional development program in a public school district that used cohort-style professional development to help teachers integrate technology into their classroom as the school district progressed towards a one-to-one computing environment for the students. The lit review needs to look at both effective methods of professional development in general, and how they focus on technology integration as well. I have begun writing an introduction and have a number of articles already identifited, however It doesn’t need to stop there. Here is what I have already written:
Three main theories that have been pivotal in shaping our understanding of teacher professional development are Technology Pedagogical Content Knowledge (TPACK), transformational-learning theory, and adult learning theory.
Firstly, Technology Pedagogical Content Knowledge (TPACK), as explained by Aparicio-Molina & Seuplveda-Lopez (2023), underscores the significance of integrating technological proficiency, pedagogical expertise, and deep subject matter understanding within teacher development initiatives. This holistic approach recognizes that effective teaching in the digital age necessitates more than just technical prowess—it demands a nuanced blend of technological know-how, pedagogical finesse, and mastery of course content. By embracing TPACK, educators are better equipped to navigate the complexities of modern classrooms and cater to diverse learning needs effectively.
Secondly, transformational-learning theory, as expounded by Glinting & Linarish (2022), offers valuable insights into the dynamic nature of teacher growth and evolution. According to this theory, professional development is not a static process but rather a journey characterized by continuous transformation and refinement. Teachers undergo profound shifts in their beliefs, practices, and perspectives over time, requiring ongoing support and deliberate practice to embed lasting changes in instructional routines. By acknowledging the incremental and iterative nature of professional development, transformational-learning theory underscores the importance of sustained efforts to nurture educators’ growth and efficacy.
Lastly, adult learning theory, as articulated by Yampol (2023), emphasizes the unique characteristics of adult learners and their distinctive developmental trajectories. Unlike traditional pedagogical models, which often assume a uniform progression of learning, adult learning theory recognizes that educators bring diverse backgrounds, experiences, and learning styles to the table. As such, professional development initiatives must be tailored to accommodate individual differences and preferences, acknowledging that teachers may be at various stages of readiness and receptivity to new concepts. By adopting an inclusive and learner-centered approach, adult learning theory underscores the importance of honoring teachers’ autonomy, agency, and intrinsic motivation in fostering meaningful growth and development.
Collectively, these theories underscore the multifaceted nature of teacher professional development, highlighting the interplay between technological, pedagogical, and content knowledge, the dynamic process of transformational learning, and the individualized needs of adult learners. By embracing these theoretical frameworks, educational stakeholders can design more responsive and effective professional development programs that empower teachers to thrive in today’s complex educational landscape.
Teacher professional development focused on implementing technology in the classroom is crucial for enhancing educators’ effectiveness. Technology-supported cooperative learning professional development has been identified as a valuable approach in this context (Khan et.al, 2023). To ensure its success, such professional development initiatives should embody key characteristics: affordability, flexibility, intensity, and continuity (Bailey et al., 2023). Additionally, a pivotal aspect is the cultivation of teachers’ self-directed learning skills (Krismanto, 2023).
Furthermore, effective professional development must align with the principles of project-based or constructivist learning, seamlessly integrating technology into both curriculum and pedagogy (Charania et al., 2023) . This entails incorporating innovative technologies and pedagogies, embracing continuous, practice-based, collaborative, scalable, shareable, transferable, and adaptable approaches (Novita & Sukmanasa, 2022).
A paramount goal of professional development is to elevate teachers’ competence and professionalism in utilizing technology for teaching and learning. This involves creating opportunities for reflection on teaching practices and fostering pedagogical adjustments aligned with the demands of 21st-century learning. In essence, the ideal professional development equips educators with the skills and mindset necessary to thrive in an ever-evolving educational landscape.