Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Lüdtke, Oliver; Baumert, Jürgen

doi:10.1016/j.tate.2010.07.008

Cited by 345 publications

(328 citation statements)

References 28 publications

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“…The differences described above are in line with other findings describing trajectories of teachers' attitudes and emotional perceptions toward training and professional development (e.g. Richter et al, 2011). Additional existing evidence indicates more positive attitudes at the Enthusiasm and Growth stage and most negative attitudes at the Career Frustration stage and the Career Wind Down stage regarding teachers' attitudes toward pedagogical changes as well as perception of teaching as a profession (Maskit, 2011(Maskit, , 2013.…”

Section: Developmental Stages and Emotional Reactionssupporting

confidence: 88%

Teachers’ Professional Development, Emotional Experiences and Burnout

Leehu¹,

Ditza²

2017

JAER

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Teachers' professional development and its correlates is a subject yet to be properly explored and conceptualized. We tested the potential associations between teachers' professional development stage, emotional experiences at work and burnout. We adopted a view of professional development as 'frame of mind', shaping perception, emotional reactions, thoughts and function, rather than mere level of skills and knowledge. We hypothesized that teachers' developmental stages will differentiate their emotional reactions at work and their burnout level. Sample of 133 school teachers representing a broad range of tenure at work reported their self-perceived professional development stage, emotional experiences at work and experience of burnout. Results showed significant differences in positive and negative emotions between the developmental stages, as well as differences in burnout levels. Results are linking emotional experiences and performance among teachers throughout the career span. An integrative framework emerging from our data is presented and further research is called for.

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Section: Developmental Stages and Emotional Reactionssupporting

confidence: 88%

Teachers’ Professional Development, Emotional Experiences and Burnout

Leehu¹,

Ditza²

2017

JAER

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“…These findings are consistent with the results of the studies conducted by Ahmadabadi (2013), Raouf (1996) and Bibisoltani and Jamalamoli (2012). Buczynskils, & Hansen (2010), Fielder (2010) ;Garet, Porter, Desimone, Birman & Yoon (2001); Nir & Bogler (2008);and Richter et al (2011), Ruhanen et al (2013), Salerni (2013) and Raouf (1996).…”

Section: Discussionmentioning

confidence: 99%

“…Arefi, Fathi Vajargah andNaderi (2009), Shahpasand (2008); Buczynskils, & Hansen (2010), Fielder (2010 ;Garet, Porter, Desimone, Birman & Yoon (2001); Nir & Bogler (2008);and Richter et al (2011) focused in their studies on the need for the professional development of teachers.…”

mentioning

confidence: 99%

Challenges and Opportunities of Internship Lessons in the View of Students from Farhangian University Case Study: Colleges of Pardis Fatemeh Zahra and Shahid Rajai in Esfahan

Parishani¹,

Khorooshi²

2016

MJSS

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“…The ATP was developed similar to a traditional German TPD program in which teachers chose one-shot workshops on specific teaching and learning topics (Richter, Kunter, Klusmann, Lüdtke, & Baumert, 2011). In this study, the research team selected a number of workshops with comparable durations on the topic of productive classroom dialogue and effective components of teaching and learning (such as goal clarity), which were offered by the Teachers' Professional Development Academy in Dillingen, Germany.…”

Section: Advanced Traditional Program (Atp)mentioning

confidence: 99%

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Alles¹,

Seidel²,

Gröschner³

2017

IES

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

Cited by 345 publications

References 28 publications

Teachers’ Professional Development, Emotional Experiences and Burnout

Teachers’ Professional Development, Emotional Experiences and Burnout

Challenges and Opportunities of Internship Lessons in the View of Students from Farhangian University Case Study: Colleges of Pardis Fatemeh Zahra and Shahid Rajai in Esfahan

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

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