The Long-Term Effect of the Dynamic Approach to Teacher Professional Development on Improving Teaching

• In Event: 65.068 - Results of School Improvement Studies Focused on the Relationship Between Instructional Improvement and School Context

Abstract

This paper advocates for the use of a Dynamic Approach to teacher professional development. The main results of an experimental study investigating the long-term effect of this approach are presented. A sample of 106 teachers was randomly allocated into two groups: one experimental group which received a professional development program based on the dynamic approach for three consecutive years and one control group. Teaching skills were measured at the beginning of the intervention and at the end of each year. Teachers employing the dynamic approach improved their skills during each year that the intervention was offered but no change in the skills of the control group was observed. Implications of findings are drawn and suggestions for further research are provided.

Authors

• Anastasia Panayiotou, University of Cyprus

• Leonidas Kyriakides, University of Cyprus

• Margarita Christoforidou, Cyprus International Institute of Management