Improving teacher feedback during active learning : effects of a professional development program

L. Bergh, van den, A. Ros, D. Beijaard

    Research output: Contribution to journalArticleAcademicpeer-review

    54 Citations (Scopus)

    Abstract

    This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations, a beliefs instrument, and a questionnaire prior to and twice after the program was implemented. Results show that several aspects of feedback during active learning were improved, both in the short and in the long term. It is concluded that the professional development of teachers can be effective and sustainable, if certain conditions are met.
    Original languageEnglish
    Pages (from-to)772-809
    Number of pages39
    JournalAmerican Educational Research Journal
    Volume51
    Issue number4
    DOIs
    Publication statusPublished - 2014

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