Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development
Keywords:
Dynamic integrated approach, Educational effectiveness research stages of teaching skills, Evaluation of teacher improvement, Teacher professional development
Abstract
This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.
Downloads
Download data is not yet available.
References
Alger, C. (2009). Secondary teachers’ conceptual metaphors of teaching and learning:
Changes over the career span. Teaching and Teacher Education, 25(5), 743 – 751.
Antoniou, P. (2009). Using the Dynamic Model of Educational Effectiveness to Improve
Teaching Practice: Building an Evaluation Model to Test the Impact of Teacher Professional
Development Programs. Unpublished Doctoral Dissertation, University of Cyprus, Cyprus.
Berliner, D. (1992). Expertise in teaching. In F. Oser, J. – L.Patry & A. Dick (Eds.), Effective
and responsible teaching (pp. 227-249). San Francisco: Jossey-Bass.
Bond, T., & Fox, C. (2001). Applying the Rasch Model: Fundamental Measurement in the
Human Sciences. Mahwah NJ: Lawrence Erlbaum Associates. (Available from IOM.).
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.
Educational Researcher, 33(8), 3-15.
Byrne, B. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic
concepts, applications and programming. Mahwah, NJ: Erlbaum.
Calderhead, T. (1989). Reflective teaching and teacher education. Teaching and Teacher
Education, 5(1), 43-51.
Chandler, P., Robinson, W.P., & Noyes, P. (1991). Is a Proactive Student Teacher a Better
Student Teacher? Research in Education, 45(May), 41-52.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional
growth. Teaching and Teacher Education, 18(8), 947–967.
Cochran-Smyth, M., & Zeichner, K. (2005). Studying teacher education. The report of
the AERA panel on research and teacher education. USA: American Education Research
Association.
Cohen, D.K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational
Evaluation and Policy Analysis, 12(3), 311-329.
Cornford, I. R. (2002). Reflective teaching: empirical research findings and some
implications for teacher education. Journal of Vocational Education and Training, 54(2),
219-235.
Creemers, B. P. M., & Reezigt, G. J. (1997). School effectiveness and school improvement:
Sustaining links. School Effectiveness and School Improvement, 8(4), 396 – 429.
Creemers, B. P. M., & Kyriakides, L. (2006). A critical analysis of the current approaches
to modelling educational effectiveness: the importance of establishing a dynamic model.
School Effectiveness and School Improvement, 17(3), 347-366.
Creemers, B. P. M., & Kyriakides, L. (2008). The Dynamics of Educational Effectiveness: A
Contribution to Policy, Practice and Theory in Contemporary Schools. London: Routledge.
Creemers, B. P. M., Kyriakides, L., & Antoniou, P. (Eds.) (in press). A Dynamic Approach
to Teacher Training and Professional Development. New York, USA: Springer Publishing.
Day, C. (1999). Developing Teachers: the challenges of lifelong learning. London: Falmer
Press.
Desimone, M.L., Porter, C.A., Garet, S.M., Yoon, S.K., & Birman, F.B. (2002). Effects of
professional development on teachers’ instruction: Results from a three-year longitudinal
study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
Elliot, J. (2002, August). Action research as the basis of a new professionalism for teachers
in an age of globalisation. Paper presented at a conference to celebrate the centenary year
of Beijing Normal University, Beijing, China.
Gilberts, G. H., & Lignugaris-Kraft, B. (1997). Classroom management and instruction
competencies for preparing elementary and special education teachers. Teaching and
Teacher Education, 13(6), 597-610.
Golby, M., & Viant, R., (2007). Means and ends in professional development. Teacher
Development, 11(2), 237 – 243.
Goodrum, D., Cousins, J., & Kinnear, P. J. (1992). The reluctant primary school teacher.
Research in Science Education, 22(2), 163-169.
Grossman, P. L., & Stodolsky, S. S. (1995). Content as contest: the role of school subjects in
secondary school teaching. Educational Researcher, 24(8), 5–11.
Guskey, T. R., & Sparks, D (2004). Linking professional development to improvements in
student learning. In E. M. Guyton & J. R. Dangel (Eds.), Teacher Education Yearbook XII:
Research Linking Teacher Preparation and Student Performance. Dubuque, IA: Kendall/
Hunt.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. Teaching and Teacher Education, 11(1), 33-49.
Joyce, B.R., & Showers, B. (1980). Improving inservice training: The messages of research.
Educational Leadership, 37(5), 379-385.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and
promoting intellectual growth and critical thinking in adolescents and adults. San Francisco:
Jossey-Bass.
Kyriakides, L., & Creemers, B. P. M. (2008). Using a multidimensional approach to
measure the impact of classroom-level factors upon student achievement: a study testing
the validity of the dynamic model. School Effectiveness and School Improvement, 19(2),
183–205.
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student
outcomes: Suggestions for research on teacher training and professional development.
Teaching and Teacher Education, 25(1), 12-23.
Marcoulides, G. A., & Drezner, Z. (1999). A procedure for detecting pattern clustering in
measurement designs. In M. Wilson & G. Engelhard, Jr. (Eds.), Objective measurement:
Theory into practice (Vol. 5). Westport, Conn.: Ablex Publishing Corporation.
McNamara, D. (1990). Research on Teachers’ Thinking: its contribution to educating
student teachers to think critically. Journal of Education for Teaching, 16(2).
Ministry of Education (1994). The New Curriculum. Nicosia: Ministry of Education.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy
concept. Review of Educational Research, 62(2), 307–332.
Phelan, A. M., & McLaughlin, H. J. (1995). Educational discourses, the nature of the child,
and the practice of new teachers. Journal of Teacher Education, 46(3), 165–174.
Reynolds, D., Hopkins, D., & Stoll, L. (1993). Linking school effectiveness knowledge
and school improvement practice: Towards a synergy. School Effectiveness and School
Improvement, 4(1), 37–58.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New
York: Basic Books.
Sharon, D. (1987). The Renfrew Quality Education Project: Teachers’ views after the first
year. Working Papers of the Planning and Development Research Branch, TV Ontario,
87(2).
Snijders, T., & Bosker, R. (1999). Multilevel Analysis: An Introduction to Basic and
Advanced Multilevel Modeling. London: Sage.
Stoiber, K. (1991) The Effect of Technical and Reflective Instruction on Pedagogical
Reasoning and Problem Solving. Journal of Teacher Education, 42(2), 131-139.
Tom, A. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher
Education, 36(5), 35-44.
U. S. Department of Education, National Center for Education Statistics. (1999). Teacher
quality: A report on the preparation and qualifications of public school teachers (NCES 1999-
080). Washington, DC: Author.
Van Manen, M. (2002). The pathic principle of pedagogical language. Teaching and
Teacher Education, 18(2), 215–224.
Winitzky, N., & Arends, R. (1991), ‘Translating Research into Practice: The Effects of
Various Forms of Training and Clinical Experience on Preservice Students’ Knowledge,
Skill and Reflectiveness’. Journal of Teacher Education, 42(1), 52-65.
Wubbels, Th., & Korthagen, F. (1990). The effects of preservice teacher education program
for the preparation of reflective teachers. Journal of Education for Teaching, 16(1), 29-43.
Zeichner, K.M. (1987). Preparing reflective teachers: An overview of instructional
strategies which have been employed in preservice teacher education. International
Journal of Educational Research, 11(5), 565-575.
Changes over the career span. Teaching and Teacher Education, 25(5), 743 – 751.
Antoniou, P. (2009). Using the Dynamic Model of Educational Effectiveness to Improve
Teaching Practice: Building an Evaluation Model to Test the Impact of Teacher Professional
Development Programs. Unpublished Doctoral Dissertation, University of Cyprus, Cyprus.
Berliner, D. (1992). Expertise in teaching. In F. Oser, J. – L.Patry & A. Dick (Eds.), Effective
and responsible teaching (pp. 227-249). San Francisco: Jossey-Bass.
Bond, T., & Fox, C. (2001). Applying the Rasch Model: Fundamental Measurement in the
Human Sciences. Mahwah NJ: Lawrence Erlbaum Associates. (Available from IOM.).
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.
Educational Researcher, 33(8), 3-15.
Byrne, B. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic
concepts, applications and programming. Mahwah, NJ: Erlbaum.
Calderhead, T. (1989). Reflective teaching and teacher education. Teaching and Teacher
Education, 5(1), 43-51.
Chandler, P., Robinson, W.P., & Noyes, P. (1991). Is a Proactive Student Teacher a Better
Student Teacher? Research in Education, 45(May), 41-52.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional
growth. Teaching and Teacher Education, 18(8), 947–967.
Cochran-Smyth, M., & Zeichner, K. (2005). Studying teacher education. The report of
the AERA panel on research and teacher education. USA: American Education Research
Association.
Cohen, D.K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational
Evaluation and Policy Analysis, 12(3), 311-329.
Cornford, I. R. (2002). Reflective teaching: empirical research findings and some
implications for teacher education. Journal of Vocational Education and Training, 54(2),
219-235.
Creemers, B. P. M., & Reezigt, G. J. (1997). School effectiveness and school improvement:
Sustaining links. School Effectiveness and School Improvement, 8(4), 396 – 429.
Creemers, B. P. M., & Kyriakides, L. (2006). A critical analysis of the current approaches
to modelling educational effectiveness: the importance of establishing a dynamic model.
School Effectiveness and School Improvement, 17(3), 347-366.
Creemers, B. P. M., & Kyriakides, L. (2008). The Dynamics of Educational Effectiveness: A
Contribution to Policy, Practice and Theory in Contemporary Schools. London: Routledge.
Creemers, B. P. M., Kyriakides, L., & Antoniou, P. (Eds.) (in press). A Dynamic Approach
to Teacher Training and Professional Development. New York, USA: Springer Publishing.
Day, C. (1999). Developing Teachers: the challenges of lifelong learning. London: Falmer
Press.
Desimone, M.L., Porter, C.A., Garet, S.M., Yoon, S.K., & Birman, F.B. (2002). Effects of
professional development on teachers’ instruction: Results from a three-year longitudinal
study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
Elliot, J. (2002, August). Action research as the basis of a new professionalism for teachers
in an age of globalisation. Paper presented at a conference to celebrate the centenary year
of Beijing Normal University, Beijing, China.
Gilberts, G. H., & Lignugaris-Kraft, B. (1997). Classroom management and instruction
competencies for preparing elementary and special education teachers. Teaching and
Teacher Education, 13(6), 597-610.
Golby, M., & Viant, R., (2007). Means and ends in professional development. Teacher
Development, 11(2), 237 – 243.
Goodrum, D., Cousins, J., & Kinnear, P. J. (1992). The reluctant primary school teacher.
Research in Science Education, 22(2), 163-169.
Grossman, P. L., & Stodolsky, S. S. (1995). Content as contest: the role of school subjects in
secondary school teaching. Educational Researcher, 24(8), 5–11.
Guskey, T. R., & Sparks, D (2004). Linking professional development to improvements in
student learning. In E. M. Guyton & J. R. Dangel (Eds.), Teacher Education Yearbook XII:
Research Linking Teacher Preparation and Student Performance. Dubuque, IA: Kendall/
Hunt.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. Teaching and Teacher Education, 11(1), 33-49.
Joyce, B.R., & Showers, B. (1980). Improving inservice training: The messages of research.
Educational Leadership, 37(5), 379-385.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and
promoting intellectual growth and critical thinking in adolescents and adults. San Francisco:
Jossey-Bass.
Kyriakides, L., & Creemers, B. P. M. (2008). Using a multidimensional approach to
measure the impact of classroom-level factors upon student achievement: a study testing
the validity of the dynamic model. School Effectiveness and School Improvement, 19(2),
183–205.
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student
outcomes: Suggestions for research on teacher training and professional development.
Teaching and Teacher Education, 25(1), 12-23.
Marcoulides, G. A., & Drezner, Z. (1999). A procedure for detecting pattern clustering in
measurement designs. In M. Wilson & G. Engelhard, Jr. (Eds.), Objective measurement:
Theory into practice (Vol. 5). Westport, Conn.: Ablex Publishing Corporation.
McNamara, D. (1990). Research on Teachers’ Thinking: its contribution to educating
student teachers to think critically. Journal of Education for Teaching, 16(2).
Ministry of Education (1994). The New Curriculum. Nicosia: Ministry of Education.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy
concept. Review of Educational Research, 62(2), 307–332.
Phelan, A. M., & McLaughlin, H. J. (1995). Educational discourses, the nature of the child,
and the practice of new teachers. Journal of Teacher Education, 46(3), 165–174.
Reynolds, D., Hopkins, D., & Stoll, L. (1993). Linking school effectiveness knowledge
and school improvement practice: Towards a synergy. School Effectiveness and School
Improvement, 4(1), 37–58.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New
York: Basic Books.
Sharon, D. (1987). The Renfrew Quality Education Project: Teachers’ views after the first
year. Working Papers of the Planning and Development Research Branch, TV Ontario,
87(2).
Snijders, T., & Bosker, R. (1999). Multilevel Analysis: An Introduction to Basic and
Advanced Multilevel Modeling. London: Sage.
Stoiber, K. (1991) The Effect of Technical and Reflective Instruction on Pedagogical
Reasoning and Problem Solving. Journal of Teacher Education, 42(2), 131-139.
Tom, A. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher
Education, 36(5), 35-44.
U. S. Department of Education, National Center for Education Statistics. (1999). Teacher
quality: A report on the preparation and qualifications of public school teachers (NCES 1999-
080). Washington, DC: Author.
Van Manen, M. (2002). The pathic principle of pedagogical language. Teaching and
Teacher Education, 18(2), 215–224.
Winitzky, N., & Arends, R. (1991), ‘Translating Research into Practice: The Effects of
Various Forms of Training and Clinical Experience on Preservice Students’ Knowledge,
Skill and Reflectiveness’. Journal of Teacher Education, 42(1), 52-65.
Wubbels, Th., & Korthagen, F. (1990). The effects of preservice teacher education program
for the preparation of reflective teachers. Journal of Education for Teaching, 16(1), 29-43.
Zeichner, K.M. (1987). Preparing reflective teachers: An overview of instructional
strategies which have been employed in preservice teacher education. International
Journal of Educational Research, 11(5), 565-575.
Published
2011-03-31
How to Cite
Antoniou, P., Kyriakides, L., & Creemers, B. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. Center for Educational Policy Studies Journal, 1(1), 13–41. https://doi.org/10.26529/cepsj.439
Section
FOCUS
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
