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Your search keyword '"organisational transfer climate"' showing total 3 results
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3 results on '"organisational transfer climate"'

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

Author

Gaikhorst, Lisa, Beishuizen, Jos J.J., Zijlstra, Bonne J.H., and Volman, Monique L.L.

Subjects
*TEACHER retention, *TEACHER training, *EDUCATIONAL programs, *EFFECTIVE teaching, *TEACHER participation in curriculum planning, *PROFESSIONAL employees, *PROFESSIONAL education
Abstract

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. [ABSTRACT FROM AUTHOR]

Published
2017
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3. The sustainability of a teacher professional development programme for beginning urban teachers

Author

Jos Beishuizen, Lisa Gaikhorst, Monique Volman, Bonne J. H. Zijlstra, Educational Training Centre - VU, Educational Studies, LEARN! - Personalized learning, differentiated teaching, Research and Theory in Education, Educational Sciences (RICDE, FMG), and Methods and Statistics (RICDE, FMG)

Subjects
education, School culture, teacher training, Education, Professional learning community, Intervention (counseling), 0502 economics and business, Pedagogy, mental disorders, organisational transfer climate, Self-efficacy, teacher professional development, 05 social sciences, Professional development, 050301 education, Teacher retention, Sustainability, Faculty development, professional learning community, Psychology, 0503 education, SDG 4 - Quality Education, 050203 business & management, Qualitative research
Abstract

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.

Published
2017
Full Text
View/download PDF

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