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Direct linkVoerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
Zwart, R. C.; Wubbels, T.; Bergen, T. C. M.; Bolhuis, S. – Teachers and Teaching: Theory and Practice, 2007
A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated…
Descriptors: Learning Processes, Secondary School Teachers, Peer Teaching, Professional Development
Conca, Lydia M.; Schechter, Carlota P.; Castle, Sharon – Teachers and Teaching: Theory and Practice, 2004
Elementary teachers engaged in weekly conversations about their students' writing. Conversations were guided by a protocol that began with an assessment of students' writing samples and then moved to the generation of instructional ideas. The conversations were analyzed for what the teachers talked about and the extent to which they generated…
Descriptors: Speech Communication, Familiarity, Instructional Effectiveness, Alignment (Education)
