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ERIC Number: EJ1006092
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-0957-8234
Teachers' Beliefs and Continuing Professional Development
de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.
Journal of Educational Administration, v51 n2 p213-231 2013
Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study aims to explore the link between teachers' beliefs about learning and teaching and their participation in CPD. Design/methodology/approach: This study features two belief dimensions (student and subject matter orientation) and three types of CPD activities (updating, reflective, and collaborative). Survey data from 260 Dutch secondary school teachers were collected and analyzed using structural equation modeling. Findings: Student-oriented beliefs relate positively to teachers' participation in CPD: the more student-oriented teachers are, the more they participate in CPD. No relationship emerges between subject matter-oriented beliefs and CPD. Practical implications: To intensify teachers' participation in CPD and thereby improve teacher quality and teaching practices, schools should emphasize a student orientation among their teachers. Originality/value: The original empirical study examines the relationship between teachers' beliefs about learning and teaching and their participation in CPD and thus furthers understanding of factors that influence teachers' participation in CPD. (Contains 7 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands