Affiliations: [a]
Washington State University, Pullman, WA, USA
| [b]
Virginia Commonwealth University, Richmond, VA, USA
Correspondence:
[*]
Address for correspondence: Dr. Lauren P. Bruno, Washington State University, College of Education, Department of Teaching and Learning, Cleveland Hall 342, Pullman, WA 99164-2132, USA. Tel.: +44 509 335 4570 (work); +44 610 952 0215 (cell); E-mail: [email protected].
Abstract: BACKGROUND:Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE:The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS:A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS:The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS:After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.
Keywords: Transition, evidence-based practices, professional development, survey
