Neither PD approach changed teacher perceptions of teaching or attitudes towards teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired-sample t-tests found no statistically significant changes in perceptions for teachers in either the DIA or the HA group. → Antoniou 2011

Evidence¶

Antoniou 2011¶

Antoniou, P., Kyriakides, L., & Creemers, B. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. ceps Journal, 1(1). https://eric.ed.gov/?id=EJ1130737

q3 · i? · causal · r2

Questionnaire measures of perceptions of effective teachers and attitudes towards teaching tasks, validated by CFA, administered before and after the intervention. Independent and paired t-tests found no significant between-group or within-group changes; equivalence was not tested.

"Finally, the paired-sample t-test revealed that no statistically significant changes in perceptions could be identified either for the teachers who employed the DIA or for those who employed the HA."

Discussion¶

Related Claims¶

• Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage — related
• DIA teachers' Rasch teaching-skill scores improved significantly over the year while HA teachers' did not — related
• Attitude toward science and self-belief show no significant change in either condition — related
• After an SDT-driven redesign of a two-day teacher workshop (one cohort of 26, no control group), self-reported AI-TPACK (d = 0.70), IPACK (d = 0.86) and AI attitude (d = 0.58) rose significantly from pre to post — related