Journal Article

Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program

Ros, Anje, Beijaard, Douwe, Van den Bergh, Linda

2014

Overview

This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers' knowledge, beliefs, perceived problems, and classroom behavior were examined via observations, a beliefs instrument, and a questionnaire prior to and twice after the program was implemented. Results show that several aspects of feedback during active learning were improved, both in the short and in the long term. It is concluded that the professional development of teachers can be effective and sustainable, if certain conditions are met.

• Publisher: SAGE Publications,American Educational Research Association
• Subject: Active Learning / Art teachers / Attitude Measures / Behavior modification / Beliefs / Classroom Observation Techniques / Cognitive psychology / Elementary School Students / Elementary School Teachers / Faculty Development / Feedback / Feedback (Response) / Foreign Countries / Group Discussion / Information feedback / Learning / Metacognition / Multivariate Analysis / Netherlands / Observational learning / Pillais Trace / Positive feedback / Posttests / Professional development / Questionnaires / Statistical Analysis / Student Behavior / Teacher Attitudes / Teacher education / Teachers / Teaching, Learning, and Human Development