Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

A. K. Schindler; T. Seidel; R. Böheim; M. Knogler; M. Weil; M. Alles; A. Gröschner

doi:10.1016/j.tate.2021.103281

Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

A. K. Schindler, T. Seidel, R. Böheim, M. Knogler, M. Weil, M. Alles, A. Gröschner

Chair of Educational Psychology

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, which were accompanied by diverse initial dialogic teaching practices. Based on pre-test data analysis, teachers’ individual zones of development were identified. The most observed changes throughout the program occurred within the initially identified developmental zones. Teachers’ finishing conditions demonstrated the leverage of the programs in improving dialogic discourse, particularly when taking into account initial starting conditions.

Original language	English
Article number	103281
Journal	Teaching and Teacher Education
Volume	100
DOIs	https://doi.org/10.1016/j.tate.2021.103281
State	Published - Apr 2021

Keywords

Dialogic classroom discourse
Teacher change
Teacher professional development
Video-rating instrument

Access to Document

10.1016/j.tate.2021.103281

Cite this

@article{7e6cbe94cac945448327e6251490ddb4,

title = "Acknowledging teachers{\textquoteright} individual starting conditions and zones of development in the course of professional development",

abstract = "This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, which were accompanied by diverse initial dialogic teaching practices. Based on pre-test data analysis, teachers{\textquoteright} individual zones of development were identified. The most observed changes throughout the program occurred within the initially identified developmental zones. Teachers{\textquoteright} finishing conditions demonstrated the leverage of the programs in improving dialogic discourse, particularly when taking into account initial starting conditions.",

keywords = "Dialogic classroom discourse, Teacher change, Teacher professional development, Video-rating instrument",

author = "Schindler, {A. K.} and T. Seidel and R. B{\"o}heim and M. Knogler and M. Weil and M. Alles and A. Gr{\"o}schner",

note = "Publisher Copyright: {\textcopyright} 2021 Elsevier Ltd",

year = "2021",

month = apr,

doi = "10.1016/j.tate.2021.103281",

language = "English",

volume = "100",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Ltd.",

}

TY - JOUR

T1 - Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

AU - Schindler, A. K.

AU - Seidel, T.

AU - Böheim, R.

AU - Knogler, M.

AU - Weil, M.

AU - Alles, M.

AU - Gröschner, A.

PY - 2021/4

Y1 - 2021/4

N2 - This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, which were accompanied by diverse initial dialogic teaching practices. Based on pre-test data analysis, teachers’ individual zones of development were identified. The most observed changes throughout the program occurred within the initially identified developmental zones. Teachers’ finishing conditions demonstrated the leverage of the programs in improving dialogic discourse, particularly when taking into account initial starting conditions.

AB - This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, which were accompanied by diverse initial dialogic teaching practices. Based on pre-test data analysis, teachers’ individual zones of development were identified. The most observed changes throughout the program occurred within the initially identified developmental zones. Teachers’ finishing conditions demonstrated the leverage of the programs in improving dialogic discourse, particularly when taking into account initial starting conditions.

KW - Dialogic classroom discourse

KW - Teacher change

KW - Teacher professional development

KW - Video-rating instrument

UR - http://www.scopus.com/inward/record.url?scp=85099937890&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2021.103281

DO - 10.1016/j.tate.2021.103281

M3 - Article

AN - SCOPUS:85099937890

SN - 0742-051X

VL - 100

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103281

ER -

Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this