Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-08-25 DOI:10.1016/j.stueduc.2025.101512

Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou

{"title":"Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness","authors":"Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou","doi":"10.1016/j.stueduc.2025.101512","DOIUrl":null,"url":null,"abstract":"<div><div>This study explores whether it is possible to assess the quality of teaching and categorize teachers according to their proficiency in different stages of effective teaching, using the Dynamic Model of Educational Effectiveness as a theoretical foundation. The study included 1287 high school students (M<sub>age</sub> = 17.02) from 12 private high schools and nine public high schools located right across the province of Québec (Canada). The findings indicate that teaching skills can be classified into six distinct stages of teacher behaviors, which evolve progressively, starting with basic teaching skills and advancing to more complex approaches, such as innovative teaching methods and differentiated instruction. The study also offers recommendations for future research on teacher professional development, emphasizing the importance of creating a clear connection between evaluating teacher effectiveness, identifying individual teacher needs, and providing targeted training programs.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101512"},"PeriodicalIF":2.6000,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X25000690","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study explores whether it is possible to assess the quality of teaching and categorize teachers according to their proficiency in different stages of effective teaching, using the Dynamic Model of Educational Effectiveness as a theoretical foundation. The study included 1287 high school students (M_age = 17.02) from 12 private high schools and nine public high schools located right across the province of Québec (Canada). The findings indicate that teaching skills can be classified into six distinct stages of teacher behaviors, which evolve progressively, starting with basic teaching skills and advancing to more complex approaches, such as innovative teaching methods and differentiated instruction. The study also offers recommendations for future research on teacher professional development, emphasizing the importance of creating a clear connection between evaluating teacher effectiveness, identifying individual teacher needs, and providing targeted training programs.

查看原文本刊更多论文

加拿大高中教师基于阶段的专业发展需求：来自教育有效性动态模型的洞察

本研究以教育有效性动态模型为理论基础，探讨是否有可能对教学质量进行评估，并根据教师在有效教学的不同阶段的熟练程度对教师进行分类。该研究包括1287名高中生（Mage = 17.02），他们分别来自加拿大魁省的12所私立高中和9所公立高中。研究结果表明，教学技能可以分为六个不同的教师行为阶段，从基本的教学技能开始，逐步发展到更复杂的方法，如创新教学方法和差异化教学。本研究也对未来教师专业发展的研究提出建议，强调在评估教师效能、识别教师个体需求和提供有针对性的培训计划之间建立明确联系的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.