The sustainability of a teacher professional development programme for beginning urban teachers

Lisa Gaikhorst; Jos Beishuizen; Bonne J.H. Zijlstra; Monique L.L. Volman

doi:10.1080/0305764X.2015.1125449

The sustainability of a teacher professional development programme for beginning urban teachers

Lisa Gaikhorst^*, Jos Beishuizen, Bonne J.H. Zijlstra, Monique L.L. Volman

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

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.

Original language	English
Pages (from-to)	135-154
Number of pages	20
Journal	Cambridge Journal of Education
Volume	47
Issue number	1
DOIs	https://doi.org/10.1080/0305764X.2015.1125449
Publication status	Published - 2 Jan 2017

Keywords

organisational transfer climate
professional learning community
teacher professional development
Teacher retention
teacher training

Access to Document

10.1080/0305764X.2015.1125449

Fingerprint Dive into the research topics of 'The sustainability of a teacher professional development programme for beginning urban teachers'. Together they form a unique fingerprint.

Cite this

Gaikhorst, L., Beishuizen, J., Zijlstra, B. J. H., & Volman, M. L. L. (2017). The sustainability of a teacher professional development programme for beginning urban teachers. Cambridge Journal of Education, 47(1), 135-154. https://doi.org/10.1080/0305764X.2015.1125449

@article{846dc582c36c4c118d21c76bb8d8c39a,

title = "The sustainability of a teacher professional development programme for beginning urban teachers",

abstract = "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.",

keywords = "organisational transfer climate, professional learning community, teacher professional development, Teacher retention, teacher training",

author = "Lisa Gaikhorst and Jos Beishuizen and Zijlstra, {Bonne J.H.} and Volman, {Monique L.L.}",

year = "2017",

month = "1",

day = "2",

doi = "10.1080/0305764X.2015.1125449",

language = "English",

volume = "47",

pages = "135--154",

journal = "Cambridge Journal of Education",

issn = "0305-764X",

publisher = "Taylor & Francis",

number = "1",

}

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

UR - http://www.scopus.com/inward/citedby.url?scp=84954244686&partnerID=8YFLogxK

U2 - 10.1080/0305764X.2015.1125449

DO - 10.1080/0305764X.2015.1125449

M3 - Article

AN - SCOPUS:84954244686

VL - 47

SP - 135

EP - 154

JO - Cambridge Journal of Education

JF - Cambridge Journal of Education

SN - 0305-764X

IS - 1

ER -