A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes

This paper reports the results of an experimental study investigating the impact and the one-year sustainability of the effects of the Dynamic Integrated Approach (DIA) to teacher professional development. Teaching skills of the participating teachers and their student achievement in mathematics were measured at the beginning and at the end of the interventions. The DIA had an impact on improving teaching skills and student achievement. A follow-up measurement of teaching skills, one year after the end of the interventions, revealed no further improvement or declination. Implications are drawn and suggestions for further research are provided.

► Inter-related teaching skills which define developmental stages of teacher behaviour.
► The Dynamic Integrated Approach (DIA) derives from the grouping of teaching skills.
► Differentiated content of reflection to meet teacher developmental needs.
► The effects and sustainability of professional development should be examined.
► The added value of DIA on improving teaching and student achievement is identified.