Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

Autor:	Maralena Weil, Maximilian Knogler, Ricardo Böheim, Martina Alles, Tina Seidel, Ann-Kathrin Schindler, Alexander Gröschner
Rok vydání:	2021
Předmět:	Dialogic Leverage (negotiation) 05 social sciences Professional development Mathematics education 050301 education 0501 psychology and cognitive sciences Student learning Psychology 0503 education 050104 developmental & child psychology Education
Zdroj:	Teaching and Teacher Education. 100:103281
ISSN:	0742-051X
DOI:	10.1016/j.tate.2021.103281
Popis:	This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, which were accompanied by diverse initial dialogic teaching practices. Based on pre-test data analysis, teachers’ individual zones of development were identified. The most observed changes throughout the program occurred within the initially identified developmental zones. Teachers’ finishing conditions demonstrated the leverage of the programs in improving dialogic discourse, particularly when taking into account initial starting conditions.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fa4829095da8c43f1cdf54d05504177c https://doi.org/10.1016/j.tate.2021.103281 Zobrazit plný text záznamu Full Text from ScienceDirect