How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2022-12-02 DOI:10.1080/02607476.2022.2152315

Dennis Hauk, A. Gröschner, M. Weil, R. Böheim, Ann-Kathrin Schindler, M. Alles, T. Seidel

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引用次数: 1

Abstract

ABSTRACT Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. In a one-year intervention study, we investigated how both designs affected teacher knowledge about classroom discourse and teacher beliefs. Both programmes were filmed, and the implementation of their design features was video-analysed. The effects on teacher knowledge and beliefs were measured via self-reporting and a knowledge test. The results show no differences in teachers’ knowledge acquisition over time. However, the adaptive-to-practice programme was significantly more successful in affecting teacher beliefs. The findings are discussed in light of further research and practical implications for teacher professional development.

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教师专业发展的设计与教师学习课堂话语有何关系?一项为期一年的干预研究的结果

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.