Exploring the Link between Experienced Teachers' Learning Outcomes and Individual and Professional Learning Community Characteristics

Autor/inn/en	Vanblaere, Bénédicte; Devos, Geert
Titel	Exploring the Link between Experienced Teachers' Learning Outcomes and Individual and Professional Learning Community Characteristics
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 2, S.205-227 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2015.1064455
Schlagwörter	Experienced Teachers; Correlation; Community Characteristics; Outcomes of Education; Educational Change; Educational Practices; Faculty Development; Teacher Characteristics; Questionnaires; Elementary School Teachers; Hierarchical Linear Modeling; Foreign Countries; Classroom Techniques; Self Efficacy; Teacher Attitudes; Teacher Leadership; Communities of Practice; Likert Scales; Factor Analysis; Belgium + Suchen Sie Ihr Suchwort? Korrelation; Lernleistung; Schulerfolg; Bildungsreform; Bildungspraxis; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Klassenführung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrerfunktionsstelle; Community; Likert-Skala; Faktorenanalyse; Belgien
Abstract	The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers' learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01