How teacher professional development regarding classroom dialogue affects students' higher-order learning

被引：45
作者：
Pehmer, Ann-Kathrin [1 ]
Gröschner, Alexander [1 ]
Seidel, Tina [1 ]
机构：
[1] Tech Univ Munich, TUM Sch Educ, D-80333 Munich, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2015年 / 47卷
关键词：
Classroom dialogue; Higher-order learning; Cognitive learning strategies; Teacher professional development; Video; Self-concept of ability; ACADEMIC SELF-CONCEPT; ACHIEVEMENT; VIDEO; SCIENCE; IMPACT; DISCOURSE; PATTERNS; TALK; DISCUSSIONS; VALIDATION;
D O I：
10.1016/j.tate.2014.12.007
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes and cognitive elaboration strategies. The participants involved 136 students in an intervention group and 90 students in a control group; the results showed that professional development was effective for the intervention group in both dependent variables. Further differential analysis revealed that students with a low self-concept particularly benefited from the treatment, especially for their situational learning processes. The study contributes to systematic research on teacher professional development effectiveness and student learning. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码：108 / 119
页数：12
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