The Effectiveness of Alternative Training Activities in Changing Teaching Practices

Abstract

The relationships between types of in service training activities and changes in teaching behavior were investigated. Three groups of junior high teachers (N = 19) attended five workshops on effective teaching. Group I received no extra activities, Group II participated in peer observations, and Group III was coached by the trainer. Pre- and posttraining observations, questionnaires, and interviews were used to assess behavior change and attitudes. Profiles of day-to-day variations in teaching practices were examined for stability of teaching behavior. Of the teachers needing to improve, three Group I teachers, six Group II teachers, and two Group III teachers approached or exceeded the criterion level of performance on academic interactions. Peer observation appeared to be more effective than trainer-provided coaching in boosting workshop effectiveness. Further study of the context features related to the effectiveness of peer observations in district-based programs is required.