现存分类群
专业学习社区
专业发展
数学教育
质量(理念)
心理学
比例(比率)
教学设计
教育学
量子力学
进化生物学
生物
认识论
物理
哲学
作者
Selçuk Doğan,Nihal Yurtseven
标识
DOI:10.1080/09243453.2017.1383274
摘要
The purpose of this study is to examine the effect of teachers’ professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers’ professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers’ development.
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