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Effects of a Longitudinal School Development Program on Primary Teachers' Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices
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Post, Tim; van der Molen, Juliette H. Walma – Teachers College Record, 2020
Background/Context: International education policy documents increasingly promote the implementation of inquiry-based pedagogy in primary education. However, helping whole primary school teams to acquire the competencies that meet these new education standards is complex and requires extensive teacher professionalization programs. Unfortunately,…
Descriptors: Elementary School Teachers, Teacher Attitudes, Inquiry, Teaching Methods
Study Links Learning Design to Changes in Knowledge, Beliefs, and Behaviors. Lessons from Research
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Killion, Joellen – Journal of Staff Development, 2015
In this study of 16 teachers in two primary schools in the Netherlands, researchers built on findings from previous studies to demonstrate that a thoughtfully designed professional development program can be "effective and sustainable, if certain conditions are met" (p. 772) in changing teachers' knowledge, beliefs, perceived problems,…
Descriptors: Beliefs, Knowledge Base for Teaching, Teacher Behavior, Active Learning
Intervening to Improve Teachers' Need-Supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness
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Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander – International Journal of Disability, Development and Education, 2017
Research on Self-Determination Theory has shown that teachers' need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers' need-supportive…
Descriptors: Self Determination, Student Motivation, Deaf Blind, Foreign Countries
Experimental Effects of Student Evaluations Coupled with Collaborative Consultation on College Professors' Instructional Skills
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Knol, Mariska H.; in't Veld, Rachna; Vorst, Harrie C. M.; van Driel, Jan H.; Mellenbergh, Gideon J. – Research in Higher Education, 2013
This experimental study concerned the effects of repeated students' evaluations of teaching coupled with collaborative consultation on professors' instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them…
Descriptors: Student Evaluation of Teacher Performance, College Students, College Faculty, Teaching Skills
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
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Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
The School Principal as Coach.
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Veenman, Simon – 1996
This paper describes the preliminary findings of a training program to develop skills of Dutch primary school principals in coaching teachers for improved teaching. The major research questions addressed whether the 28 school principals who participated in the training program implemented the target coaching skills whether teachers coached by the…
Descriptors: Administrator Education, Clinical Supervision (of Teachers), Educational Administration, Elementary Education