Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.

持续专业发展 (CPD)，根据教师的需求和期望量身定制，是更新技能和知识所必需的。在这项研究中，与一年级和二年级学生一起工作的 25 名教师参加了一个为期 11 周的项目，重点是加强课堂交流。参与的教师被随机分配到直接干预轨道（干预）或延迟干预轨道（等待控制）。教师对课堂活动和互动的看法以及自我效能感在三个场合进行了评估：T1、T2 和 T3。直接干预轨道在T1和T2之间接受干预，而延迟干预轨道在T2和T3之间接受干预。计算了 T1 和 T2 之间变化的百分比变化分数，比较直接和延迟干预路径并评估任何干预效果。结果显示各组之间没有显着差异，即干预对教师的自我报告没有影响。老师们对CPD的总体评价是积极的。主题分析表明，对专业发展的持续需求以及对学生和教师行为相互影响的洞察力的需求。定量和定性结果描绘了一些不同的画面，表明在分析这些类型的数据时需要混合方法。主题分析表明，对专业发展的持续需求以及对学生和教师行为相互影响的洞察力的需求。定量和定性结果描绘了一些不同的画面，表明在分析这些类型的数据时需要混合方法。主题分析表明，对专业发展的持续需求以及对学生和教师行为相互影响的洞察力的需求。定量和定性结果描绘了一些不同的画面，表明在分析这些类型的数据时需要混合方法。