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.
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