Teachers’ beliefs and continuing professional development

Abstract

PurposeTeachers’ continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers’ beliefs about learning and teaching influence their instructional decisions, this study aims to explore the link between teachers’ beliefs about learning and teaching and their participation in CPD.Design/methodology/approachThis study features two belief dimensions (student and subject matter orientation) and three types of CPD activities (updating, reflective, and collaborative). Survey data from 260 Dutch secondary school teachers were collected and analyzed using structural equation modeling.FindingsStudent‐oriented beliefs relate positively to teachers’ participation in CPD: the more student‐oriented teachers are, the more they participate in CPD. No relationship emerges between subject matter–oriented beliefs and CPD.Practical implicationsTo intensify teachers’ participation in CPD and thereby improve teacher quality and teaching practices, schools should emphasize a student orientation among their teachers.Originality/valueThe original empirical study examines the relationship between teachers’ beliefs about learning and teaching and their participation in CPD and thus furthers understanding of factors that influence teachers’ participation in CPD.