The Learning Effects of a Multidisciplinary Professional Development Programme

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)

Abstract

Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas.
Original languageEnglish
Pages (from-to)807-824
JournalJournal of science education and technology
Volume22
Issue number6
DOIs
Publication statusPublished - 2013

Fingerprint

learning success
Curricula
Students
teacher
learning
school
curriculum
questionnaire

Keywords

  • METIS-299643
  • IR-88261

Cite this

@article{9057d63e7b074a0da90b8d4df3b43463,
title = "The Learning Effects of a Multidisciplinary Professional Development Programme",
abstract = "Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas.",
keywords = "METIS-299643, IR-88261",
author = "Visser, {Talitha Christine} and Coenders, {Ferdinand G.M.} and Pieters, {Julius Marie} and C. Terlouw",
year = "2013",
doi = "10.1007/s10956-012-9432-6",
language = "English",
volume = "22",
pages = "807--824",
journal = "Journal of science education and technology",
issn = "1059-0145",
publisher = "Springer",
number = "6",

}

The Learning Effects of a Multidisciplinary Professional Development Programme. / Visser, Talitha Christine; Coenders, Ferdinand G.M.; Pieters, Julius Marie; Terlouw, C.

In: Journal of science education and technology, Vol. 22, No. 6, 2013, p. 807-824.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The Learning Effects of a Multidisciplinary Professional Development Programme

AU - Visser, Talitha Christine

AU - Coenders, Ferdinand G.M.

AU - Pieters, Julius Marie

AU - Terlouw, C.

PY - 2013

Y1 - 2013

N2 - Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas.

AB - Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas.

KW - METIS-299643

KW - IR-88261

U2 - 10.1007/s10956-012-9432-6

DO - 10.1007/s10956-012-9432-6

M3 - Article

VL - 22

SP - 807

EP - 824

JO - Journal of science education and technology

JF - Journal of science education and technology

SN - 1059-0145

IS - 6

ER -