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Abstract
The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.
Acknowledgements
This study was supported by The Policy Research Centre “Educational and school careers” and was funded by the Flemish Government.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Bénédicte Vanblaere
Bénédicte Vanblaere is a PhD student at the Bellon research centre for school leadership and educational policy, Ghent University, Belgium. Her research focuses on continuous professional development, professional learning communities, and teacher leadership.
Geert Devos
Geert Devos, PhD, is an associate professor in educational administration, Ghent University, Belgium. He leads the Bellon research centre for school leadership and educational policy. His current research areas include educational leadership, school improvement, and educational policy.