Effects of continuing professional development on group work practices in Scottish primary schools

A. Thurston, D. Christie, C. J. Howe, A. Tolmie, K. J. Topping

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    8 Citations (Scopus)

    Abstract

    The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils, aged 9–12 years old, and 24 primary school teachers. Results indicated that the CPD initiative had a significant impact on the attainment of pupils in science. In addition, data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-test and post-test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action. Increases in effective dialogue were significantly correlated to increased science attainment, and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored
    Original languageEnglish
    Pages (from-to)263-282
    Number of pages20
    JournalJournal of In-Service Education
    Volume34
    Issue number3
    DOIs
    Publication statusPublished - Sep 2008

    Keywords

    • Continuing professional development
    • Group work
    • Primary schools
    • Primary school teachers
    • Science education
    • Scotland

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