Abstract
In this chapter, it is advocated that teacher training and professional development should focus on how to address specific groupings of teacher factors associated with student learning rather than with isolated teaching factors or with the whole range of teacher factors without considering the professional needs of student teachers and teachers. In order to test this element of the dynamic model and identify the groupings of factors, we refer to the results of two studies which made use of the Rasch model to identify stages of effective teaching. The methods and the main results of each study are presented. The first study was conducted in Cyprus, and data on the teacher factors of the dynamic model were collected using external observations and student questionnaires. The results revealed that teaching skills can be grouped into five types of teacher behaviour which are discerned in a distinctive way and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Teachers demonstrating more advanced types of behaviour were found to have better student outcomes (both cognitive and affective). The second study was conducted in Canada and provided support for the cross-cultural validity of the dynamic model, especially its attempt to identify the stages of effective teaching. In the last part of this chapter, we argue that the grouping of teacher factors emphasises the need to establish a dynamic integrated approach (DIA) to teacher professional development. The main steps in this approach are then presented.
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Creemers, B., Kyriakides, L., Antoniou, P. (2013). Using the Dynamic Model to Develop an Integrated Approach to Teacher Training and Professional Development. In: Teacher Professional Development for Improving Quality of Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5207-8_8
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