The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement
2010; Elsevier BV; Volume: 26; Issue: 8 Linguagem: Inglês
10.1016/j.tate.2010.06.011
ISSN1879-2480
AutoresCatherine D. Bruce, Indigo Esmonde, John A. Ross, Lesley Dookie, Ruth Beatty,
Tópico(s)Parental Involvement in Education
ResumoThis paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned.
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