Implementing theory in the design of a professional development course for honors teachers: A Teacher’s Road to Excellence

Abstract

Teacher development courses should be based on both research and literature to promote their success and impact in practice. In this article, we translate the findings of research studies and theories into evidence-based design principles for a professional development course for honors teachers. This course was evaluated on the level of teacher reaction, teacher learning, outcomes, and organizational response. Nine design principles were formulated and translated into concrete actions, resulting in a one-year course (study load of 140 hours), 'A Teacher's Road to Excellence.' We evaluated the impact of the course with a questionnaire filled in by participants (N=10) who finished the course one year ago. The design principles showed to be helpful in developing this course for honors teachers. The course, 'A Teacher's Road to Excellence,' seems to be instructive for honors teachers and impact on student learning outcomes is seen. More research is needed to improve its impact further, on organizational level.

Intercultural competence development during study abroad

“…Participants in the training (which has been offered since 2011) confirm that their increased sensitivity of cultural complexity has a direct effect on their approach of education (Van der Poel, 2016b). As mentioned in chapter 1, comparable results were recently found in a professional development course for honours programme staff (Heijne-Penninga et al, 2018). Following a set of nine design principles, e.g.…”

“…When educators confirm that they look at their educational practice from a different perspective (after having received a training) this still does not yet provide evidence that their teaching has become (more) effective, (more) inclusive, or (more) relevant. One of the outcomes of a recent study with honours teachers, of whom some were involved with international education (Heijne-Penninga, Wijkamp, Hogenstijn & Wolfensberger, 2018), is a predominantly 'neutral' answer by the participants to the question whether their training led to the improvement of student learning. The actual effect of professional training on the core business of education -i.e.…”