Case stories of facilitating professional development

By P. Jenlink, K. Kinnucan-Welsch. 2001

90 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, result): “This lends support to the view of Jenlink and Kinnucan-Welsch (2001): ‘professional development is most meaningful to educators when they have responsibility in the design and implementation of their own professional development and when it is closely connected to their work in classrooms’ (p. 706).”
Teacher professional development in Teaching and Teacher Education over ten years (2011, unknown): “While the LePage study addressed role relationships between university professors and teachers, Jenlink and Kinnuncan-Welsch (2001) examined the role of facilitators in teacher development activities, seen from the side of facilitators.”
Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development (2016, methodology): “Based on the work of Jenlink and Kinnucan-Welsch (2001), a suggestion might be to more clearly define the group norms and expectations by the different group members from the outset.”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “…of practice, teacher participation in professional development, and practices for leading substantive discussions in mathematics classrooms (Coles, 2012; Elliott et al., 2009; Harrison, Lawson, & Wortley, 2005; Jenlink & Kinnucan-Welsch, 2001; Stein et al., 2008; van Es, 2009; Zhang et al., 2011).”