In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic…

Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary…

This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in…

The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change.…

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional…

This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were…

Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7th-graders during a professional development trajectory based on peer collaboration. We monitored…

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers' professional learning to their school practice with a positive impact on teachers' motivation to learn and the effectiveness of their…

The use of data for educational decision making has never been more prevalent. However, teachers and school leaders need support in data use. Support can be provided by means of professional development in the form of "data teams". This study followed the functioning of 4 data teams over a period of 2 years, applying a qualitative case…

The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…

Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

This study focuses on mathematics teachers' professional development through elements of Japanese lesson study. The teachers designed a research lesson with regard to sense-making of the derivative using the integration of GeoGebra. In the second year of the four-year lesson study project, seven secondary school teachers--from different Dutch…

We report on the development of a course for experienced teachers in the Netherlands, intended to enhance their professionalism by engaging them in doing research based on reflection on the aims of their educational efforts. The course was accompanied by design-based research. The research question was whether and how the course stimulated…

This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on "participants' reactions," the first level of Guskey's five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's…

There is growing evidence among researchers and international organisations that quality of Early Childhood Education and Care (ECEC), and ultimately the outcomes for children and families--especially disadvantaged ones--is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by…