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WIM VAN DE GRIFT MICHELLE HELMS-LORENZ University of Groningen The Netherlands

WIM VAN DE GRIFT MICHELLE HELMS-LORENZ University of Groningen The Netherlands. CLASSROOM PRACTICE IN SECONDARY SCHOOLS. AGENDA . Theory and prior empirical research Research questions Sample Method Psychometric quality Results Conclusions. THEORIES OF PROFESSIONEL DEVELOPMENT.

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WIM VAN DE GRIFT MICHELLE HELMS-LORENZ University of Groningen The Netherlands

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  1. WIM VAN DE GRIFT MICHELLE HELMS-LORENZ University of Groningen The Netherlands CLASSROOM PRACTICE IN SECONDARY SCHOOLS

  2. AGENDA • Theory and prior empirical research • Research questions • Sample • Method • Psychometric quality • Results • Conclusions

  3. THEORIES OF PROFESSIONEL DEVELOPMENT Linear models: Fuller (1969, 1970); Dreyfus & Dreyfus (1986); Berliner (1994, 2001); Steffy & Wolfe (2001) Parabolic models: Burke, Christensen, Fessler & Price (1987); Lynn (2002); Day (2008); Gonçalves (2009)

  4. PRIOR EMPIRICAL STUDIES Hargreaves (2005); Holloway (2003); Huberman (1989); Rosenholtz & Simpson (1990); Van de Grift, Van der Wal & Torenbeek (2011) found indications that teachers with 20-30 years of teaching experience with lower teaching abilities than teachers with less and with more teaching experience

  5. RESEARCH QUESTIONS Lineair or parabolic development? • Do teachers have higher teaching qualities with more years of experience or, • do they show a dip in teaching abilities between 20-30 years of experience?

  6. SAMPLE Cross sectional research on 1604 teachers in 138 secondary schools 950 teachers licenced for lower secondary education 169 teachers licenced for upper secondary education

  7. METHOD Independent classroom observations done by specially trained teachers using the ICALT observation instrument Scheffé test on 8 groups of teacher with different job experience

  8. RELIABILITY PSYCHOMETRIC QUALITY

  9. MEAN SCORES good sufficient insufficient

  10. GENDER good sufficient insufficient

  11. TEACHING LICENCE good sufficient insufficient

  12. TEACHING SUBJECT good sufficient insufficient

  13. SECONDARY SCHOOL LEVEL good sufficient insufficient

  14. CLASSES (STUDENT AGE) good suffcient insufficient

  15. CLASSROOM SIZE good sufficient insufficient

  16. TEACHING EXPERIENCE good sufficient insufficient

  17. RELIABILITY % teachers with 20-30 years experience still scoring on the high side

  18. MAIN CONCLUSIONS 80-85% of the teachers with 20-30 years of experience seem to have a serious dip in their teaching abilities Further, longitudinal research is needed to find an explanation (mid life crisis?; bad teacher training procedures 25 years ago?)

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