期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2011
卷号：1
期号：1
页码：13
出版社：University of Ljubljana
摘要：This paper argues that research on teacher professional developmentcould be integrated with validated theoretical modelsof educational effectiveness research (EER). A dynamic integratedapproach (DIA) to teacher professional development isproposed. The methods and results of a study comparing theimpact of the DIA and the Holistic - Reflective Approach (HA)to teacher professional development are presented. Teachingskills and teacher perceptions of teaching of 130 teachers andthe achievement of their students (n=2356) were measured atthe beginning and at the end of the intervention. Teachers foundto be at a certain developmental stage were randomly allocatedevenly into two groups. The first group employed the DIA andthe second the HA. Teachers employing the DIA managed toimprove their teaching skills more than teachers employing theHA. Teacher perceptions and attitudes towards teaching havenot been modified due to their participation in the interventions.On the other hand, the use of DIA also had a significantimpact on student achievement. Implications of findings for theuse of EER for improvement purposes are drawn and suggestionsfor research and practice in teacher professional developmentare provided.
关键词：Dynamic integrated approach; Educational effectiveness;research stages of teaching skills; Evaluation of teacher;improvement; Teacher professional development
