Unveiling Professional Development: A Critical Review of Stage Models

By Gloria Dall’Alba, Jörgen Sandberg. 2006

560 citations recorded by the source corpus.

Subfields: Applied Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7ffb926b2f3277eeaccfed9078ca312b9eca3813

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Citations in the corpus

Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “…(Dall’Alba & Sandberg, 2006); and lack of attention to phenomena that do not support stage models, such as variation within novice and expert groups (Dall’Alba & Sandberg, 2006), teachers’ diverse backgrounds (Watzke, 2004), and the recurring, cyclical nature of teachers’ issues and concerns…”
An ontological turn for higher education (2007, background): “For instance, the centrality of the embodiment of knowledge and the ‘lived body’ have been identified in professional practice (Mol, 2002 ; Dall’Alba & Sandberg, 2006 ), and in body–technology relations (Heidegger, [ 1978 ] 1993 ; Ihde, 2002 ; Dall’Alba & Barnacle, 2005 ), while feminist resear”
State of the art – teacher effectiveness and professional learning (2014, unknown): “Traditional conceptualizations have been situated within frameworks of development, from novice to expert, as teachers become more fluent and effective within the routines of practice (Dall’Alba & Sandberg, 2006).”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, background): “Dall’Alba and Sandberg (2006) argue that a fundamental dimension of professional skill development concerned with the understanding of, and, in practice is overlooked in stage models.”
Reconsidering the Dimensions of Expertise: From Linear Stages towards Dual Processing. (2010, background): “Dall’Alba and Sandberg ( 2006 ) present a critical view of stage models of professional development and that of Dreyfus and Dreyfus in particular.”
A model of professional development: teachers’ perceptions of their professional development (2016, result): “…with those from other studies that found that at any given time, teachers are located at different points along the professional development continuum and have different needs, reflecting their personal motivations and aspirations (Day, 2004; Dall’Alba & Sandberg, 2006; Kuijpers et al., 2010).”
Authentic Assessment for Student Learning: An ontological conceptualisation (2014, background): “Instead, authentic assessment processes can challenge students to take up and respond to the question of who they are becoming (Dall’Alba & Barnacle, 2007; Dall’Alba & Sandberg, 2006).”
Entrepreneurship Education And Training In A Small Business Context: Insights From The Competence-Based Approach (2008, background): “However, research on learning and work has questioned the wisdom of stage models in professional development (Dall’Alba and Sandberg, 2006).”