A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes |
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| Institution: | 1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ, UK;2. University of Cyprus, Department of Education, Cyprus;1. Department of Marketing, Bolgatanga Polytechnic, Ghana;2. Department of Education, University of Cyprus, P. O. Box 20537, 1678 Nicosia, Cyprus;3. Faculty of Behavioural and Social Sciences, Department of Pedagogy & Educational Science, Groningen, The Netherlands;1. Technical University of Munich (TUM), TUM School of Education, Germany;2. University of Augsburg, Medical Faculty, Germany;3. Friedrich Schiller University Jena, Faculty of Social and Behavioral Sciences, Germany;1. English Department, East China Normal University, 500 Dongchuan Rd., Shanghai, 200241, China;2. English Department, Wenzao Ursuline University of Languages, 900, Mintzu 1st Road, Kaohsiung, 817, Taiwan;1. University of Cambridge, Faculty of Education, United Kingdom;2. VU University Amsterdam, Faculty of Behavioural and Movement Sciences, the Netherlands;1. University of North Carolina at Charlotte, Charlotte, NC, United States;2. Appalachian State University, Boone, NC, United States;3. University of South Carolina at Columbia, Columbia, SC, United States |
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| Abstract: | This paper reports the results of an experimental study investigating the impact and the one-year sustainability of the effects of the Dynamic Integrated Approach (DIA) to teacher professional development. Teaching skills of the participating teachers and their student achievement in mathematics were measured at the beginning and at the end of the interventions. The DIA had an impact on improving teaching skills and student achievement. A follow-up measurement of teaching skills, one year after the end of the interventions, revealed no further improvement or declination. Implications are drawn and suggestions for further research are provided. |
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