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ERIC Number: EJ1170503
Record Type: Journal
Publication Date: 2018
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0924-3453
Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS
Dogan, Selçuk; Yurtseven, Nihal
School Effectiveness and School Improvement, v29 n1 p64-90 2018
The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers' professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers' development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A