TY - JOUR
T1 - Improving teacher feedback during active learning : effects of a professional development program
AU - Bergh, van den, L.
AU - Ros, A.
AU - Beijaard, D.
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
U2 - 10.3102/0002831214531322
DO - 10.3102/0002831214531322
M3 - Article
SN - 0002-8312
VL - 51
SP - 772
EP - 809
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 4
ER -