Show simple item record

dc.contributor.authorVansteelandt, Iris
dc.contributor.authorMol, Suzanne E.
dc.contributor.authorVanderlinde, Ruben
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorVan Keer, Hilde
dc.date.accessioned2020-10-12T07:21:41Z
dc.date.available2020-10-12T07:21:41Z
dc.date.issued2020
dc.identifier.citationVansteelandt, I., Mol, S. E., Vanderlinde, R., Lerkkanen, M.-K., & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation : A mixed-methods study into the impact of a continuing professional development program. <i>Teaching and Teacher Education</i>, <i>96</i>, Article 103154. <a href="https://doi.org/10.1016/j.tate.2020.103154" target="_blank">https://doi.org/10.1016/j.tate.2020.103154</a>
dc.identifier.otherCONVID_41728789
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72101
dc.description.abstractAs teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeated measures was established, including a comparison and two CPD conditions (group vs. individually-oriented). Based on the quantitative results only no clear impact of and differences between the conditions could be observed. The qualitative analysis, however, showed growth in teachers’ reading motivation and self-efficacy at a different pace and level of intensity for both CPD conditions.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher
dc.subject.otherpromoting
dc.subject.otherreading
dc.subject.othermotivation
dc.titleIn pursuit of beginning teachers’ competence in promoting reading motivation : A mixed-methods study into the impact of a continuing professional development program
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202010126160
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume96
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Elsevier Ltd. All rights reserved.
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukeminen
dc.subject.ysoammatillinen kehitys
dc.subject.ysomotivaatio
dc.subject.ysoomatoimisuus
dc.subject.ysoopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p4734
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.tate.2020.103154
jyx.fundinginformationThis work was supported by the Research Foundation Flanders (FWO), Grant FWO 1900120N.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0