TY - JOUR
T1 - The sustainability of a teacher professional development programme for beginning urban teachers
AU - Gaikhorst, Lisa
AU - Beishuizen, Jos
AU - Zijlstra, Bonne J.H.
AU - Volman, Monique L.L.
PY - 2017/1/2
Y1 - 2017/1/2
N2 - This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers’ competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme’s effects.
AB - This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers’ competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme’s effects.
KW - organisational transfer climate
KW - professional learning community
KW - teacher professional development
KW - Teacher retention
KW - teacher training
UR - http://www.scopus.com/inward/record.url?scp=84954244686&partnerID=8YFLogxK
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U2 - 10.1080/0305764X.2015.1125449
DO - 10.1080/0305764X.2015.1125449
M3 - Article
AN - SCOPUS:84954244686
SN - 0305-764X
VL - 47
SP - 135
EP - 154
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 1
ER -