Edcamp: Listening to the Voices of Teachers
Abstract: The study examines one model for staging relevant and responsive professional development for teachers: the Edcamp model. Study results examine teacher responses to the Edcamp model conducted in one locale and provide information on the topics, issues, and needs requested by teachers. Data from the Edcamp event include the sessions identified for inclusion in the event and responses to a survey. Results indicate that teachers found the Edcamp model to be a powerful venue for their professional development and that the topics of most immediate concern to them include technology integration; recent policy trends and issues to include standards, testing, and evaluation; and classroom strategies and support. Study results can be used to guide teacher development and preparation with a recommendation that teacher professional development should be inquiry-based and reflect grassroots and democratic models.
Presider: Maria Susy Rogers, University of South Wales, Pontypridd, South Wales