Abstract
ABSTRACT The Dynamic Approach (DA) to Teacher Professional Development (TPD) stresses the importance of identifying specific needs and improvement priorities for each teacher. A framework measuring teacher assessment skills was used and teachers were classified into three stages. The skills identified at each stage were used to make decisions in relation to the focus and content of the TPD course. A study in four European countries (i.e. Belgium, Cyprus, Greece and the Netherlands) was conducted. Teachers (N = 206) were randomly allocated into two groups (experimental and control group). A questionnaire measuring teachers’ skills in assessment and tests measuring students’ learning outcomes in mathematics (cognitive and metacognitive) were administered at the beginning and the end of the course. The DA was effective in improving the assessment skills of teachers at all stages. Differential effects of DA on promoting student learning outcomes in mathematics were identified. Implications of the findings are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
