A Three-Level Evaluation Model for an Argumentation-Based Professional Development Program

Argumentation-based professional development (PD) programs are essential for supporting teachers in developing effective argumentation practices aligned with educational goals. However, few systematic approaches have been developed to monitor and evaluate the quality and impact of PD programs. Addressing this gap, this mixed-methods study investigated the outcomes of an argumentation-based PD program using Guskey’s Five-Level Evaluation Model. Data were collected from 22 pre-service primary teachers (PPT) and analyzed at three levels of the model: reactions to classroom implementation, argumentation self-efficacy, and argumentation practices. Reactions were explored through interviews using inductive content analysis, argumentation practices through video recordings using deductive content analysis, and changes in argumentation self-efficacy through quantitative analysis. The findings revealed diverse PPT reactions, significant improvements in self-efficacy, and substantial progress in argumentation practices. These results offer important implications for the design of future PD programs and underscore the value of multi-level evaluation in developing effective PD initiatives.