Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools

摘要: Abstract The purpose of this study was to evaluate the outcomes teacher preparation based in Professional Development Schools (PDSs) secondary education Netherlands over a period three years. Approximately 150 teachers non-PDSs were compared with 50 PDSs declining response rates. Classroom observation ratings and student perceptions PDS second year higher non-PDS teachers. reported levels efficacy each year. PDS-based evaluated their learning opportunities significantly more positively non-PDS-based Even though sample size is not large design does warrant causality claims, findings point towards increased transition smoothness improved adhesiveness between requirements on job. Future investments co-operation schools institutes seem warranted.