ERIC Number: EJ1152344
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Impact of a Three-Year Teacher Professional Development Course on Quality of Teaching: Strengths and Limitations of the Dynamic Approach
Kyriakides, L.; Christoforidou, M.; Panayiotou, A.; Creemers, B. P. M.
European Journal of Teacher Education, v40 n4 p465-486 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Cyprus
Grant or Contract Numbers: N/A