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

Educational Sciences

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/0305764X.2015.1125449

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

Abstract

Keywords

UN SDGs

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