Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching

被引：94

作者：

de Vries, Siebrich ^{[1
]}

Jansen, Ellen P. W. A. ^{[1
]}

de Grift, Wim J. C. M. van ^{[1
]}

机构：

[1] Univ Groningen, Fac Behav & Social Sci, NL-9700 AV Groningen, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 33卷

关键词：

Secondary education; Teachers; Continuing professional development; Beliefs; STUDENT-TEACHERS; CONCEPTIONS; COMMUNITIES; EDUCATION; KNOWLEDGE; IMPACT;

D O I：

10.1016/j.tate.2013.02.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This exploratory study investigates the relationship between teachers' continuing professional development (CPD) and their beliefs about learning and teaching, in a Dutch secondary education context. Two hundred sixty teachers participated in a survey focused on teachers' updating, reflective, and collaborative activities, as well as their student- and subject matter-oriented beliefs. A cluster analysis produced three distinctive CPD profiles, reflecting relatively low, medium, and high participation in the three CPD activities. The greater teachers' participation in CPD, the more student oriented those teachers are. These findings have strong implications for fostering teachers' participation in CPD and encouraging their student orientation. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：78 / 89

页数：12