Abstract
In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. Teachers need time to test and adapt a teaching design to fit the needs of their classroom practice and the students’ needs. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation.
Highlights
Teacher professional development Research shows that teacher quality is significantly and positively correlated with student attainment and that it is the most important within-school aspect explaining student performance
In this study we explore the process of teacher professional development and the effect of implementing a new teaching design on the behaviour of teachers
We focus on evidence of teacher motivation, leading to signs of professional development and changes in teacher attitude concerning their classroom practice
Summary
Teacher professional development Research shows that teacher quality is significantly and positively correlated with student attainment and that it is the most important within-school aspect explaining student performance. Hattie (ibid.) indicates that six sources influence a student’s achievement: 50% is what the student is capable of bringing to the table himself. Other sources are home situations, schools, peer influences and principals, which altogether make up 20%, leaving a staggering 30% to teachers. Investing in teachers is the most important external key to influence students’ achievements (Fig. 1). School leaders should have already facilitated teachers in a way that they are able to devote time to thinking about an educational challenge they would like to address, without being hunted by the school’s curriculum and short-term students’ achievements. For most secondary school teachers in the Netherlands the situation of the day-to-day practice of teaching (and the curriculum) leaves no room for in-depth research and design initiatives
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