Implementing theory in the design of a professional development course for honors teachers: a teacher’s road to excellence

Marjolein Heijne-Penninga, Inge Wijkamp, Maarten Hogenstijn, Marca Wolfensberger

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Teacher development courses should be based on both research and literature to promote their success and impact in practice. In this article, we translate the findings of research studies and theories into evidence-based design principles for a professional development course for honors teachers. This course was evaluated on the level of teacher reaction, teacher learning, outcomes, and organizational response. Nine design principles were formulated and translated into concrete actions, resulting in a one-year course (study load of 140 hours), ‘A Teacher’s Road to Excellence.’  We evaluated the impact of the course with a questionnaire filled in by participants (N=10) who finished the course one year ago. The design principles showed to be helpful in developing this course for honors teachers. The course, ‘A Teacher’s Road to Excellence,’ seems to be instructive for honors teachers and impact on student learning outcomes is seen. More research is needed to improve its impact further, on organizational level.
Original languageEnglish
Number of pages13
JournalJournal of the European Honors Council
Issue number1
Publication statusPublished - 22 May 2018



  • professional development
  • evaluation
  • honors teaching
  • teacher training

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