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Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
- This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.
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| Author details: | Eric RichterORCiDGND, Mareike KunterORCiDGND, Alexandra MarxORCiDGND, Dirk RichterORCiDGND |
|---|---|
| URN: | urn:nbn:de:kobv:517-opus4-537219 |
| DOI: | https://doi.org/10.25932/publishup-53721 |
| ISSN: | 1866-8364 |
| Title of parent work (German): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe |
| Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (739) |
| Publisher: | Universität Potsdam |
| Place of publishing: | Potsdam |
| Further contributing person(s): | Eline Vanassche, Paige K. Evans, Jan Elen |
| Publication type: | Postprint |
| Language: | English |
| Date of first publication: | 2022/02/02 |
| Publication year: | 2021 |
| Publishing institution: | Universität Potsdam |
| Release date: | 2022/02/02 |
| Tag: | Matthew effect; content knowledge; continuing education activities; in-service training; professional development; teacher learning; teacher quality |
| Number of pages: | 10 |
| First page: | 1 |
| Last Page: | 10 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| Peer review: | Referiert |
| Publishing method: | Open Access / Green Open-Access |
| License (German): |  CC-BY - Namensnennung 4.0 International |
| External remark: | Bibliographieeintrag der Originalveröffentlichung/Quelle |
