Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices

Resource type
Journal Article
Authors/contributors
Title
Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices
Abstract
We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.
Publication
Teaching and Teacher Education
Volume
86
Date
11/2019
Journal Abbr
Teaching and Teacher Education
Language
en
ISSN
0742051X
Accessed
28/01/2020, 13:07
Library Catalogue
DOI.org (Crossref)
Extra
shortDOI: 10/ggjk6c
Citation
Wolf, S., & Peele, M. E. (2019). Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.07.003