The sustainability of a teacher professional development programme for beginning urban teachers

被引：17

作者：

Gaikhorst, Lisa ^{[1
]}

Beishuizen, Jos J. J. ^{[2
]}

Zijlstra, Bonne J. H. ^{[1
]}

Volman, Monique L. L. ^{[1
]}

机构：

[1] Univ Amsterdam, Res Inst Child Dev & Educ, Amsterdam, Netherlands

[2] Vrije Univ Amsterdam, Dept Educ Sci & Theoret Pedag, Amsterdam, Netherlands

来源：

CAMBRIDGE JOURNAL OF EDUCATION | 2017年 / 47卷 / 01期

关键词：

Teacher retention; teacher training; teacher professional development; professional learning community; organisational transfer climate; KNOWLEDGE; EFFICACY; QUALITY;

D O I：

10.1080/0305764X.2015.1125449

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers' competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme's effects.

引用

页码：135 / 154

页数：20

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