How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study
Bibliographic Data
| ID | 21494698 |
|---|---|
| Authors | Dennis Hauk (0000-0002-5779-2876, Friedrich Schiller University Jena, corresponding author), Alexander Gröschner (0000-0001-7286-7445, Friedrich Schiller University Jena), Maralena Weil (0000-0002-6549-5409, Rosenheim Technical University of Applied Sciences), Ricardo Böheim (0000-0002-2905-848X, Technical University of Munich), Ann-Kathrin Schindler (0000-0002-2293-2357, University of Augsburg), Martina Alles (Rosenheim Technical University of Applied Sciences), Tina Seidel (0000-0002-2578-1208, Technical University of Munich) |
| Year | 2023 |
| Volume | 49 |
| Issue | 5 |
| Pages | 826-840 |
| Publication date | 2023-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2152315 |
| OpenAlex | W4311189990 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
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
Faculty Development · Mathematics education · Pedagogy · Professional development · Teacher education · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
A Dialogic Teaching Companion
Socializing Intelligence Through Academic Talk and Dialogue
Contemporary Approaches to Teacher Professional Development
Teacher–Student Dialogue During Classroom Teaching
Generic dimensions of teaching quality
Toward a more dialogic pedagogy
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
Chapter 6
Professional competence of teachers
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
A visual learning analytics (VLA) approach to video-based teacher professional development
Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms
Elaborating a model of teacher professional growth
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Developing and supporting implementation of a dialogic pedagogy in primary schools in England
Video as a tool for fostering productive discussions in mathematics professional development
Developing dialogic teaching
Professional Development Research
Bridging the Gap Between Research and Practice
Improving Impact Studies of Teachers' Professional Development
Distinguishing Models of Professional Development
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |