A strength-based approach to teacher professional development
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Publication date
2015-05-27
Authors
Zwart, Rosanne Cathelijne
Korthagen, Fred A J
Attema-Noordewier, Saskia
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Document Type
Article
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taverne
Abstract
Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and the development of their sense of self-efficacy, autonomy, competence and relatedness. Results revealed a statistically significant increase in feelings of autonomy and self-efficacy in coaching others. Taking existing potential of people and institutions as a starting point could be a promising way of (re-)creating flow in teachers and schools.
Keywords
learner engagement, quality of working life, teacher motivation, teacher professional development, Taverne, Education, SDG 4 - Quality Education
Citation
Zwart, R C, Korthagen, F A J & Attema-Noordewier, S 2015, 'A strength-based approach to teacher professional development', Professional Development in Education, vol. 41, no. 3, pp. 579-596. https://doi.org/10.1080/19415257.2014.919341