The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

被引：91

作者：

Bruce, Catherine D. ^{[1
]}

Esmonde, Indigo ^{[2
]}

Ross, John ^{[2
]}

Dookie, Lesley ^{[2
]}

Beatty, Ruth ^{[3
]}

机构：

[1] Trent Univ, Sch Educ & Profess Learning, Peterborough, ON K9J 7B8, Canada

[2] Univ Toronto, Toronto, ON M5S 1A1, Canada

[3] Lakehead Univ, Thunder Bay, ON P7B 5E1, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 08期

关键词：

Professional learning; Teacher efficacy; Mathematics achievement; MATHEMATICS; GOAL;

D O I：

10.1016/j.tate.2010.06.011

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PI, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1598 / 1608

页数：11

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