Page 122 - The SpeakTeach method - Esther de Vrind

Chapter 5. Perspective of the teachers – professional development
Table 3.1, 3.2 and 3.3, chapter 3). We used these data to examine whether trends / patterns in shifts could be discovered in how the procedures were applied by the 11 participants in their different lesson series. To discern different patterns, we based our method on the Adaptive Expertise Model of Bransford et al. (2005, see Figure 9) and examined how big the steps were which teachers took in applying the procedures (innovation) in relation to their regular teaching (routines). We considered one step as a one-point difference in score in application of a procedure between successive lesson series, two steps as a two-point difference in score, and three steps as a three-point difference. No difference in score meant that no step in development had been taken (see scores table 3.1, 3.2 and 3.3).
For the second part of research question B – To what extent do the teachers intend to continue using the SpeakTeach method in the future? – we examined the data on their intention to apply all or parts of the SpeakTeach method in future and the actual application of all or parts of the SpeakTeach method in the subsequent school year.
Finally, to illustrate the adaptive learning routes, we looked for similar learning routes in the teachers’ application of the three procedures (instrument 1 and 3) in their teaching in the different rounds, and described representative cases of these similar learning routes. To describe these cases we used the collected data in the following order: description of the regular teaching practice (instrument 1a); advantages and disadvantages experienced (instrument 2); goals (instrument 1b); implementation of the three procedures (instrument 3); achievement and satisfaction with teacher’s goals (instrument 4b); advantages and disadvantages of the SpeakTeach method and the regular teaching practice (instrument 4a); and intention to apply all or parts of the SpeakTeach method (instrument 4c and 5).
5.5 Results
5.5.1 Results for research question A
To what extent did the teachers achieve the goals of the innovation (i.e. the SpeakTeach method) and their other goals and to what extent were they satisfied with the achievement of their goals?
Table 5.1 provides an overview of all the data for each teacher. In the first column the teachers and the possible classification of their goals (goals related to procedures 1, 2 or 3, or other goals (O)) are enumerated. The second column shows the number of the teachers’ goals that
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