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Enhancing teachers’...
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Andersson, KettyLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,LAMiNATE (Language Acquisition, Multilingualism, and Teaching),Communication and Cognition,Lund University Research Groups,LAMiNATE (Language Acquisition, Multilingualism, and Teaching)
(författare)
Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers
- Artikel/kapitelEngelska2022
Förlag, utgivningsår, omfång ...
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2022-01-04
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SAGE Publications,2022
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LIBRIS-ID:oai:lup.lub.lu.se:dd8385e3-2a10-42fe-9f75-203c5f47e355
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https://lup.lub.lu.se/record/dd8385e3-2a10-42fe-9f75-203c5f47e355URI
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https://doi.org/10.1177/02656590211070997DOI
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Språk:engelska
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Sammanfattning på:engelska
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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.
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Biuppslag (personer, institutioner, konferenser, titlar ...)
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Sandgren, OlofLund University,Lunds universitet,Logopedi, foniatri och audiologi,Sektion IV,Institutionen för kliniska vetenskaper, Lund,Medicinska fakulteten,Logopedics, Phoniatrics and Audiology,Section IV,Department of Clinical Sciences, Lund,Faculty of Medicine(Swepub:lu)med-osg
(författare)
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Rosqvist, IdaLund University,Lunds universitet,Logopedi, foniatri och audiologi,Sektion IV,Institutionen för kliniska vetenskaper, Lund,Medicinska fakulteten,Logopedics, Phoniatrics and Audiology,Section IV,Department of Clinical Sciences, Lund,Faculty of Medicine(Swepub:lu)id2671ro
(författare)
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Lyberg Åhlander, VivekaLund University,Lunds universitet,Röstgruppen,Forskargrupper vid Lunds universitet,Kommunikation och kognition,The voice group,Lund University Research Groups,Communication and Cognition,Åbo Akademi University(Swepub:lu)logo-vah
(författare)
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Hansson, KristinaLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,LAMiNATE (Language Acquisition, Multilingualism, and Teaching),Communication and Cognition,Lund University Research Groups,LAMiNATE (Language Acquisition, Multilingualism, and Teaching)(Swepub:lu)logo-kha
(författare)
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Sahlén, BirgittaLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Communication and Cognition,Lund University Research Groups(Swepub:lu)logo-bsa
(författare)
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Kommunikation och kognitionForskargrupper vid Lunds universitet
(creator_code:org_t)
Sammanhörande titlar
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Ingår i:Child Language Teaching and Therapy: SAGE Publications38:2, s. 166-1790265-65901477-0865
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