The Impact of a Three-Year Teacher Professional Development Course on Quality of Teaching: Strengths and Limitations of the Dynamic Approach

Autor/inn/en	Kyriakides, L.; Christoforidou, M.; Panayiotou, A.; Creemers, B. P. M.
Titel	The Impact of a Three-Year Teacher Professional Development Course on Quality of Teaching: Strengths and Limitations of the Dynamic Approach
Quelle	In: European Journal of Teacher Education, 40 (2017) 4, S.465-486 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1349093
Schlagwörter	Faculty Development; Elementary School Teachers; Teacher Effectiveness; Control Groups; Educational Quality; Teaching Skills; Reflection; Intervention; Program Effectiveness; Program Descriptions; Teacher Improvement; Observation; Foreign Countries; Experimental Groups; Comparative Analysis; Scores; Cyprus + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Beobachtung; Ausland; Zypern
Abstract	The dynamic approach (DA) suggests that professional development should be differentiated to meet teachers' individual needs while engaging participants into systematic and guided critical reflection. Previous experimental studies demonstrated that one-year interventions based on the DA have a positive impact on teacher effectiveness. The study reported here investigates the impact that a long-term programme based on the DA can have on quality of teaching. In-service primary school teachers were randomly allocated into two groups. The first group received a three-year programme based on the DA whereas the second acted as the control group. Pre- and post-measurement of teaching skills was performed each year. Offering the DA for a longer period resulted in bigger effects on improving teaching skills but no change in the skills of the control group was observed. Differential effects for teachers situated at different levels are also reported. Implications of findings are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01