Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools.

Abstract

The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student perceptions of PDS teachers in the second year were higher compared to non-PDS teachers. PDS teachers reported higher levels of teacher efficacy in each year. PDS-based teachers evaluated their teacher preparation and their learning opportunities significantly more positively compared to non-PDS-based teachers. Even though the sample size is not large and the design of the study does not warrant causality claims, the findings point towards increased transition smoothness and improved adhesiveness between teacher education preparation and the requirements on the job. Future investments in the co-operation between schools and teacher education institutes seem warranted.