Everyday, every week, all at once? An experience sampling study on teachers' professional development for the classroom, team, and school

被引：1

作者：

Compagnoni, Miriam ^{[1
]}

Rechsteiner, Beat ^{[1
]}

Gotsch, Flurin ^{[1
]}

Grob, Urs ^{[1
]}

Wullschleger, Andrea ^{[2
]}

Merki, Katharina Maag ^{[1
]}

机构：

[1] Univ Zurich, Zurich, Switzerland

[2] Univ Appl Sci & Arts Northwestern Switzerland, Muttenz, Switzerland

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 152卷

基金：

瑞士国家科学基金会;

关键词：

Teacher professional development; Experience sampling; Job satisfaction; Professional well-being learning benefits; JOB-SATISFACTION; STUDENT-ACHIEVEMENT; REFLECTIVE PRACTICE; LEARNING ACTIVITIES; SELF-EFFICACY; CONCEPTUALIZATIONS; COLLABORATION; ANTECEDENTS; EUDAIMONIA; VALIDITY;

D O I：

10.1016/j.tate.2024.104771

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers' well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.

引用

页数：17

共 104 条

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