Teachers' Beliefs and Their Students' Progress in Professional Development

Dados Bibliográficos

ID4309739
AutoresElizabeth Rodgers (0000-0001-5971-1382, The Ohio State University, Columbus, USA, autor correspondente), Jerome D’agostino (The Ohio State University, Columbus, USA), Jerome V D’agostino (0000-0003-2608-7354, The Ohio State University), Rebecca F Berenbon (0000-0002-8744-3132, The Ohio State University, Columbus, USA), Clara Mikita (The Ohio State University, Columbus, USA), Christa Winkler (0000-0002-1700-5444, The Ohio State University, Columbus, USA), Mollie E Wright (The Ohio State University, Columbus, USA)
Ano2022
Volume73
Fascículo4
Páginas381-396
Data de publicação2022-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/00224871221075275
OpenAlexW4210826973
IdiomaEN
Citações recebidas7
Referências citadas55

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey's model of teacher change: attributing student progress to the new instructional practices learned in PD

Academic achievement · Faculty Development · Higher education · Literacy · Mathematics education · Pedagogy · Professional development · Student achievement · Teacher education · Teacher Preparation · Psychology · Reading and Literacy Development · School Choice and Performance · Teacher Education and Leadership Studies