Abstract
The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes and cognitive elaboration strategies. The participants involved 136 students in an intervention group and 90 students in a control group; the results showed that professional development was effective for the intervention group in both dependent variables. Further differential analysis revealed that students with a low self-concept particularly benefited from the treatment, especially for their situational learning processes. The study contributes to systematic research on teacher professional development effectiveness and student learning.
| Original language | English |
|---|---|
| Pages (from-to) | 108-119 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 47 |
| DOIs | |
| State | Published - 1 Apr 2015 |
Keywords
- Classroom dialogue
- Cognitive learning strategies
- Higher-order learning
- Self-concept of ability
- Teacher professional development
- Video