Establishing Links Between Teacher Effectiveness Research and Research on Teacher Improvement

2021 ◽  
pp. 85-124
Author(s):  
Leonidas Kyriakides ◽  
Evi Charalambous
Keyword(s):  
Professional Development ◽  
Dynamic Model ◽  
Teacher Professional Development ◽  
Teacher Effectiveness ◽  
Empirical Studies ◽  
Effectiveness Research ◽  
International Studies ◽  
Teacher Improvement ◽  
Effectiveness Factors ◽  
Teacher Professional

This chapter draws on teacher effectiveness research (TER) and elaborates on factors associated with teacher effectiveness to make suggestions for professional development. The first part provides a critical review of TER in which the major findings of this field are studied. In the second part, taking into account the limitations of TER, the dynamic model of educational effectiveness is presented. The rationale and major assumptions of this model are outlined. Effectiveness factors operating at the teacher level and their measurement dimensions are presented, and the concept of grouping of factors is introduced. In the third part, the authors provide a summary of national and international studies that were conducted to test the validity of the dynamic model at the teacher level. This part is also concerned with empirical studies that revealed relationships among factors operating at the teacher level which helped the authors define specific stages of effective teaching. In the last part, implications for TER and research on teacher professional development are drawn.

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

scholarly journals Stories of change: The case of a foundation phase teacher professional development programme

2015 ◽  
Vol 5 (1) ◽  
pp. 19 ◽  
Author(s):  
Bruce Brown ◽  
Di Wilmot ◽  
Margie Paton Ash
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Empirical Studies ◽  
Development Programme ◽  
Qualitative Research Design ◽  
Education Environment ◽  
Programme Design ◽  
Teacher Professional ◽  
Micro Level ◽  
Professional Development Programme

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom – an important component of the complex education environment in South Africa. This article describes teachers’ and principals’ reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children’s learning in the classroom. We argue that the programme’s strong orientation to practice, its focus on teachers’ understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers’ practices.

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