ABSTRACT

Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years’ teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.

摘要

老师的知识是学生成功的关键因素。在“课堂学习促进口语课堂”集群随机对照试验中，我们旨在确定专注于促进口语发展的教师专业学习干预措施是否能改善教师的知识水平。我们报告了一项关于专业学习对口语和识字结构的教师知识影响的研究。干预包括为早年教师进行的为期四天的面对面专业学习以及持续的学校实施支持。通过在基线，12个月和24个月的调查中测量教师的知识（n = 40干预，n = 38对照）。在两个时间点，干预组的教师对调查项目的回答都比对照组的教师更正确。