75 4 4.4 RESULTS 4.4.1 The magnitude of tool use The number of measurements of their teaching quality varied from 4 to 17 times between teachers, with an average of 6.7 times. The mean score for the results from all teachers in the experimental group across all measurements was 3.19 (SD = 0.39). 4.4.2 Hypothesis one: teachers’ insight into room for improvement Figure 4.3 shows, per aspect of teaching on M1, M2 and M3 (the three measurement moments, see Figure 4.1), teachers’ insights into where they saw room for improvement in their teaching. As can be seen, aspects of teaching that refer to the characteristics “clear instructional approach”, “assessment for learning”, and “cognitive activation and deep learning” were cumulatively mentioned most by teachers as aspects that could be improved (aspects 1, 4, 5 and 14). Insight into the fact that the clarity of the instructional approach could be improved was highest on M3 (as compared to M1 and M2). Some other aspects of teaching related to various characteristics were not reported much by teachers (e.g., “Explain the subject matter in such a way that students understand it well” and “Create a good classroom climate during the lesson”). 4.4.3 Hypothesis two: professional reflection of teachers The mean scores of the control and experimental groups were 2.96 (SD = 0.46) and 2.97 (SD = 0.46), respectively, on the pretest and 2.97 (SD = 0.46) and 2.98 (SD = 0.38), respectively, on the posttest. The mean difference score between the two groups at M3 was –.00 (SD = 0.41). With regard to the development of teachers’ reflection on their lesson, no statistically significant difference was found between the experimental group and the control group (F = 0.068; p = 0.796; r2 = 0.289). 4.4.4 Hypothesis three: teachers’ improvement-oriented actions Improvement actions during the lessons Figure 4.4 shows the percentage of the improvement-oriented actions related to particular characteristics of effective teaching undertaken by teachers during their lessons as reported at M1, M2 and M3. Cumulatively, most improvementoriented actions during the lessons were reported for “clear instructional
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