Delphi Study on Learning Goals of Professional Development Programmes

Advances in scientific and educational research are entering various national high-school curricula. Often, such curricular updates can overwhelm teachers (OECD, 2019). Therefore, diverse professional development programmes (PDPs) for teachers to expand their professional knowledge are crucial for successful implementation of curricular changes (Banilower et al., 2007; Borko, 2004; Greene et al., 2013; Hewson, 2007; Luft & Hewson, 2014; OECD, 2019; Pena-Lopez, 2009). Effective PDPs need to have clearly defined learning goals, that are considered important by all relevant stakeholder groups (Guskey, 2000; Loucks-Horsley et al., 2010; Villegas-Reimers, 2003). However, studies on learning goals of PDPs rarely include more than one stakeholder group.