ABSTRACT

This study addresses gaps in the research about the effect of professional development (PD) quality on effective instruction by taking a broad perspective when defining professional learning of teachers and by providing a theory-based explanation for effective instruction. Using a large-scale data set, Teaching and Learning International Survey (TALIS) 2013, the interrelationships between the quality of PD experience, professional communities at the school, and effective instruction were investigated. This theory testing study showed that the effect of PD events on effective instruction was stronger with the spillover effect of professional communities than with its sole effect.

摘要

本研究通过定义教师的专业学习时的广阔视野，并为有效教学提供了基于理论的解释，从而弥补了有关专业发展（PD）质量对有效教学的影响研究中的空白。使用大规模数据集（2013年国际教与学调查），研究了PD体验质量，学校专业社区和有效教学之间的相互关系。这项理论测试研究表明，PD事件对有效教学的影响比专业社区的溢出效应要强，而不仅仅是其单独作用。