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How were the professional development courses evaluated?

A multi-method evaluation design reverting to both quantitative and qualitative data accompanied the policy measure and allowed for reliable and valid conclusions on the effects of our measure and routes to upscaling. In line with the aims of our policy measure, we measured effects on the development of teachers’ beliefs, their self-efficacy and knowledge of IBL as an approach to deliver inclusive education, promote citizenship education and intercultural learning. Furthermore, we evaluated how teachers actually use this approach in their lessons.

To evaluate how teachers actually implement our teaching approach and what challenges they encounter, we applied a case study approach giving in-depth insight into selected teachers’ science teaching and their related considerations (N= 3 per country). In order to allow for comparability, we used the same methods in each country for data collection (collecting lesson plan, lesson observation followed by a semi-structured interview about the lesson and its objectives, students’ questionnaire to evaluate their acceptance). While the evaluation experts carried out analysis centrally, case studies were drafted in English at the local level to avoid problems due to language and then be analysed across cases centrally.

Overall, the evaluation results provided evidence that the MaSDiV professional development program had a positive impact on teachers’ self-efficacy beliefs, learning-related beliefs and their practices. Read more on the evaluation in the final report which can be found in the resources section. The evaluation instruments are published as a resource as well.