ERIC Number: EJ1127120
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 44
The Sustainability of a Teacher Professional Development Programme for Beginning Urban Teachers
Gaikhorst, Lisa; Beishuizen, Jos J. J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.
Cambridge Journal of Education, v47 n1 p135-154 2017
This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers' competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme's effects.
Descriptors: Sustainability, Faculty Development, Beginning Teachers, Urban Teaching, Institutional Characteristics, Quasiexperimental Design, Program Effectiveness, Principals, Interviews, Beginning Teacher Induction, Teacher Competencies, School Culture, Foreign Countries, Experimental Groups, Control Groups, Self Efficacy, Teacher Motivation, Statistical Analysis, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands