The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback.
The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used.
The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers.
Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community.
Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.
Teachers’ continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in…
Teachers’ continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers’ beliefs about learning and teaching influence their instructional decisions, this study aims to explore the link between teachers’ beliefs about learning and teaching and their participation in CPD.
This study features two belief dimensions (student and subject matter orientation) and three types of CPD activities (updating, reflective, and collaborative). Survey data from 260 Dutch secondary school teachers were collected and analyzed using structural equation modeling.
Student‐oriented beliefs relate positively to teachers’ participation in CPD: the more student‐oriented teachers are, the more they participate in CPD. No relationship emerges between subject matter–oriented beliefs and CPD.
To intensify teachers’ participation in CPD and thereby improve teacher quality and teaching practices, schools should emphasize a student orientation among their teachers.
The original empirical study examines the relationship between teachers’ beliefs about learning and teaching and their participation in CPD and thus furthers understanding of factors that influence teachers’ participation in CPD.