Article2011

The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study

Panayiotis Antoniou · Leonidas E. Kyriakides

101 citations0/0 files storedSchool Effectiveness and School Improvement

No readable copy stored yet — this record is metadata only.

Teacher Education and Leadership Studies Evaluation of Teaching Practices Educational Assessment and Improvement

Abstract

This paper argues that Educational Effectiveness Research (EER) should establish closer links with research on teacher professional development. A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic Approach (HA) to teacher professional development are presented. Teaching skills of 130 teachers and achievement of their students (n = 2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into 2 groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. The use of the DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn.

Citations in this library

Stored only when both papers are in the corpus — 101 citations exist upstream.

References

1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1986Handbook of research on teaching 2003Applying the Rasch Model: Fundamental Measurement in the Human Sciences 2004Professional Development and Teacher Learning: Mapping the Terrain 1990Handbook of research on teacher education 1999Evaluating professional development 2002Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

Cited by

2016Reassembling teacher professional development: the case for Quality Teaching Rounds 2021Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction 2014Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies 2015The impact of school policy and stakeholders' actions on student learning: A longitudinal study 2019Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience

Imported from OpenAlex (CC0) — nothing here is generated.