排序方式： 共有3条查询结果，搜索用时 5 毫秒
1
1.
The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative. 相似文献
2.
Tuytens Melissa Devos Geert Vanblaere Bénédicte 《Educational Assessment, Evaluation and Accountability》2020,32(2):153-183
Educational Assessment, Evaluation and Accountability - Teacher evaluation has been used for decades in schools as a human resource management practice to hold teachers accountable and to help them... 相似文献
3.
1