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 JournalArticleAcademicpeer-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 languageEnglish
Pages (from-to)135-154
Number of pages20
JournalCambridge Journal of Education
Volume47
Issue number1
DOIs
Publication statusPublished - 2 Jan 2017

Keywords

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

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