Showing papers in "Professional Development in Education in 2019"
TL;DR: In this paper, the professional development of beginning and experienced teachers collaborating in Lesson Study teams was discussed, and two high school teacher teams participated, a chemistry and a multidrug team.
Abstract: Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multid...
104 citations
TL;DR: In this article, the authors describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland, The Netherlands) and reveal influencing factors and affordances conducive to professional development.
Abstract: Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throughout their career The purpose of the study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland, The Netherlands) and to reveal influencing factors and affordances conducive to professional development Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices and (iv) the inextricable link between teaching and research and consequently the need to upskill in research skills Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other
60 citations
TL;DR: There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children's learning outcomes as discussed by the authors. Despite this, consensus is lacking about how to conduct early childhood education.
Abstract: There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children’s learning outcomes. Despite this, consensus is lacking about how ...
51 citations
TL;DR: The authors explored how ideas from complexity and ecological thinking have the potential to act as a conceptual lens to help us better understand, design and support teachers' long-term professio-...
Abstract: This article explores how ideas from complexity and ecological thinking have the potential to act as a conceptual lens to help us better understand, design and support teachers’ long-term professio...
48 citations
TL;DR: The landscape of professional development and learning knowledge has expanded steadily over the last few decades Accompanying this expansion, the field's lexicon has widened, to include terms such as "situated learning and learning "in situ" which incorporate recognition that professional learning and development occur as part-and-parcel of everyday working life as discussed by the authors.
Abstract: The landscape of professional development and learning knowledge has expanded steadily over the last few decades Accompanying this expansion, the field’s lexicon has widened, to include terms such as ‘situated’ learning and learning ‘in situ’, which incorporate recognition that professional learning and development occur as part-and-parcel of everyday working life Most often categorised as ‘informal’ or ‘implicit’, such professional learning and development is under-researched; resonant of an iceberg whose biggest proportion lies submerged and unseen, with only its tip exposed, the bulk of professional development and learning activity remains unexamined by researchers, who tend predominantly to focus on ‘explicit’ professional development Addressing issues that arise out of this lacuna of neglect, through short vignettes drawn from research interviews with education professionals, the author highlights recognition of something as ‘a better way’ as essential to the micro-level professional deve
45 citations
TL;DR: The authors examined whether elementary teachers' professional learning opportunities predict changes in their instructional practices and beliefs related to mathematics and found that teachers' on-the-job interactions during the first year of reform predicted changes in instructional practices; further, these changes were associated with the infrastructures created to support teacher learning in mathematics.
Abstract: School systems around the world are adopting more intellectually ambitious academic content in the hopes of improving their educational productivity. In the United States, these efforts have required significant changes to teachers’ instructional practices, and increased attention to teachers’ formal and on-the-job professional learning opportunities. Focusing on the initial implementation of a reform-oriented approach to teaching mathematics in two local school systems in the United States, this paper examines whether – and under what circumstances – elementary teachers’ professional learning opportunities predict changes in their instructional practices and beliefs related to mathematics. Our findings reveal that teachers’ on-the-job interactions during the first year of reform predicted changes in their instructional practices; further, these changes were associated with the infrastructures that local school systems created to support teacher learning in mathematics. Teachers’ participation in ...
41 citations
TL;DR: Coaching has been evolving as a form of professional development for teachers and school leaders for several decades, and now exists in many forms This study focused on the work of six coaches in England, using an adapted focus group approach to discover how they explained and conceptualised the value of their practices as discussed by the authors.
Abstract: Coaching has been evolving as a form of professional development for teachers and school leaders for several decades, and now exists in many forms This study focused on the work of six coaches in England, using an adapted focus group approach to discover how they explained and conceptualised the value of their practices As the coaches’ conversations with each other emerged details of the nature of their work, and their reflections on it, were elicited which were analysed thematically while also paying due attention to individual narratives Although coaching is not easily defined this study demonstrates the significance of relationships and dialogue in coaching and the structures and protocols that support that It suggests that coaching is suited to helping individuals dealing with authentic challenges, professional interests and dilemmas experienced in complex educational settings, while also acting as a counterweight to some of the consequences of performativity The study also suggests that
37 citations
TL;DR: In this paper, an in-depth study was conducted on the influence of school ethos and culture on teacher career-stage learning, and their influence on teacher's career development planning.
Abstract: School ethos and culture, and their influence on teacher career-stage learning, are integral yet often overlooked components of school-based professional development planning. An in-depth study was...
33 citations
TL;DR: The authors investigated the relation between teachers' interpersonal role identity and teachers' self-efficacy, burnout and work engagement on the one hand and found that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal ego standard and their appraisal of classroom situations.
Abstract: This study investigated the relation between teachers’ interpersonal role identity on the one hand and teachers’ self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers’ interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.
33 citations
TL;DR: The authors conclude that the Institute models effective professional development for other districts implementing the UDL Framework.
Abstract: Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its ow...
32 citations
TL;DR: In this paper, the authors address the question of what does being a professional early childhood educator entail, and propose a method to answer this question, starting from the early 2000s, there has been increased attention to workforce professional...
Abstract: What does being a professional early childhood educator entail? This paper aims to address this question. Starting from the early 2000s, there has been increased attention to workforce professional...
TL;DR: In this article, a framework for fostering teacher learn communities is proposed for teacher professional development (TPD) research, which emphasizes the role of learning communities as powerful contexts for teacher learning.
Abstract: Teacher professional development (TPD) research emphasizes the role of learning communities as powerful contexts for teacher learning. In this study, a framework for fostering teacher learn...
TL;DR: In this paper, the authors reflect on their own thoughts, concerns and beliefs about professional learning in an attempt to come up with a key issue which might challenge curriculum-based learning.
Abstract: As I began to think about writing this editorial I reflected on my own thoughts, concerns and beliefs about professional learning in an attempt to come up with a key issue which might challenge cur...
TL;DR: In this article, the authors investigate the role of professional learning communities (PLCs) in early childhood education (ECE) contexts and how such communities can be established and embedded.
Abstract: Research on professional learning communities (PLCs) in early childhood education (ECE) contexts is still relatively rare and little is known about how such communities can be established and embed...
TL;DR: The central role of teacher professional development in educational improvement is well-documented, and the investments of time and money into teachers professional development across the globe are... as mentioned in this paper. But, as stated by the authors,
Abstract: The central role of teacher professional development in educational improvement is well-documented, and the investments of time and money into teacher professional development across the globe are ...
TL;DR: In the Scientist in the Classroom Partnership (SCP) program as discussed by the authors, a classroom teacher collaborates with an STEM graduate student or postdoctoral fellow to co-teach one day per week during the academic year.
Abstract: This article presents an in-depth study supporting the Scientist in the Classroom Partnership (SCP) program as a model of effective professional development (PD) for K-12 teachers. The goal of this study was to determine the core and structural features of the SCP program necessary for effective teacher PD. The SCP partners a classroom teacher with an STEM graduate student or postdoctoral fellow to co-teach 1 day per week during the academic year. During the summer, the teacher and fellow work together in a 10-day workshop to build the partnership, learn inquiry-based pedagogical strategies, and develop curriculum. Teacher participants from 9 years of the program were surveyed to determine the impact on the participants. In addition, teachers attended a 1-day retreat that allowed for data collection during storytelling and focus-group sessions. Likert surveys were analyzed, and the storytelling and focus-group data were coded for analysis. Five core and three structural features emerged from this ...
TL;DR: In this article, a small-scale case study of a group of school-based teacher educators working in a Third Space with a boundary broker from the university sector was carried out and the authors suggest a form of teacher education that synthesises school and university expertise in ways which have the potential to develop new directions for partnership from both sides of a supposed boundary.
Abstract: As school-led teacher education becomes more prevalent in England and elsewhere, new challenges arise for university and school-based teacher educators (SBTEs). Against this policy backdrop we discuss the challenges faced by universities and schools. We draw on findings from our small-scale case study which looked at the practice of a group of SBTEs working in a Third Space with a boundary broker from the university sector. From these findings, we suggest a form of teacher education that synthesises school and university expertise in ways which have the potential to develop new directions for partnership from both sides of a supposed boundary. We discovered that Third-Space activity has the potential to bring about a shift in SBTEs’ practices, both with student-teachers and in their everyday teaching. There was some evidence that there could be benefits to schools and universities. In particular, it seemed that the skilful use of boundary brokering, aimed at the fostering of the second-order teach...
TL;DR: In this article, a qualitative study including two semi-structured interviews with 18 teachers participating for one year in a professional learning community revealed that 15 out of 18 teachers experience one or more tensions.
Abstract: This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative study including two semi-structured interviews with 18 teachers participating for one year in a PLC revealed that 15 out of 18 teachers experience one or more tensions. More specifically, eight different tensions are identified, in which tensions concerning high work pressure and a lack of shared learning are most commonly reported. The results further indicate temporal, contextual and personal nature of tensions. It is concluded that tensions are often caused by negatively perceived learning cultures in schools.
TL;DR: The authors argue that in the next 5 years, the higher education sector will see half to two-thirds of its academic workforce leave the academy due to retirement, career burnout, or job dissatis...
Abstract: Recent studies argue that in the next 5 years, the higher education sector will see half to two-thirds of its academic workforce leave the academy due to retirement, career burnout, or job dissatis...
TL;DR: In this paper, the authors presented a methodology for the developmental evaluation of a lesson study program in primary and secondary schools, which combined the principles of user-focused e-learning and user-centric learning.
Abstract: This article presents a methodology for the developmental evaluation of a lesson study programme in primary and secondary schools. Our approach combined the principles of (i) user-focused e...
TL;DR: In this paper, the emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education a concern for early childhood practitioners.
Abstract: Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education a...
TL;DR: In this article, a professional development package for teachers involved in a preventative education, "Keeping Safe" pilot, is presented, which is currently being evaluated via Randomis.com.
Abstract: Results of research conducted to inform design of a professional development package for teachers involved in a preventative education, ‘Keeping Safe’, pilot (currently being evaluated via Randomis...
TL;DR: In this paper, the authors take a broader starting point: the idea that teacher professional learning can take place in organized, formalized settings, rather than in a classroom setting, which is often seen as something that mainly takes place in organised, formalised settings.
Abstract: Traditionally, teacher professional learning is often seen as something that mainly takes place in organized, formalized settings. This article takes a broader starting point: the idea that it can ...
TL;DR: In this article, the authors report on a multi-case study that involves a cross-case analysis of these three learning communities and demonstrate that responsiveness to contextual exigencies matters, expertise matters and supportive networks matter.
Abstract: Implementing inclusive education requires on-going commitment to teachers’ professional learning. One way of implementing professional learning is to develop learning communities based on Lave and Wenger’s ideas of situated learning and learning as social practice. Learning communities, drawing on models of Professional Learning Communities and communities of practice, were designed to build capacity for inclusive teaching in two rural schools in Australia and a peri-urban school in South Africa. This paper reports on a multi-case study that involves a cross-case analysis of these three learning communities. We demonstrate that across the three cases, responsiveness to contextual exigencies matters, expertise matters and supportive networks matter. These findings are further illuminated by complexity theory which draws attention to learning communities operating at the confluence of a number of interacting systems, as well as the possibility of change where teacher learning occurs through the recontextualisation of knowledge and learning across boundaries. Our findings support situated learning that values collaboration to develop social and inclusive cultures and practice in schools. The findings also have the potential to inform planning for professional learning for inclusive education.
TL;DR: In this paper, the work of teachers' organizations (also known as teacher unions) in leading and supporting high-quality learning experiences for their members is explored, with the aim of deepening the space for further collaborations between teacher organizations and other educational stakeholders in the area of professional learning.
Abstract: This paper draws on data collected as part of the larger study of professional learning (PL) in Canada. The article specifically explores the work of teachers’ organizations (also known as teacher unions) in leading and supporting high-quality learning experiences for their members. Adopting a progressive view of teacher organizations, the paper positions such organizations as an integral component in teacher PL. The findings highlight the ongoing professional agendas of teachers’ organizations with the aim of deepening the space for further collaborations between teacher organizations and other educational stakeholders in the area of PL.
TL;DR: The authors examined the experiences of teachers participating in a districtwide Educational Design Research (EDR) initiative, with a particular focus on any perceived changes in teacher practices, and found that EDR did enable the majority of teachers to enhance their teaching practices.
Abstract: The study discussed in this article examines the experiences of teachers participating in a district-wide Educational Design Research (EDR) initiative, with a particular focus on any perceived changes in teacher practices. McKenney and Reeves (2013) claimed that one of the two main goals of EDR is to benefit practice, but to date this claim has been underexplored in the literature. To test this claim, data for this quantitative study was collected from 344 teachers in an urban school district in California. The findings illustrate that EDR did enable the majority of teachers to enhance their teaching practices.
TL;DR: The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success as discussed by the authors, however, this study set out to ex...
Abstract: The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to ex...
TL;DR: In this paper, the integration of current neuroscience knowledge to classroom teaching is discussed, although many teachers rely on neuromyths to shape their pedagogies through a professional developmen...
Abstract: Little is known about the integration of current neuroscience knowledge to classroom teaching, although many teachers rely on neuromyths to shape their pedagogies. Through a professional developmen...
TL;DR: In this paper, the authors present findings from a multi-year study of a grant-funded professional development fellowship program that supports teachers in becoming science teacher leaders and improving science education.
Abstract: This article presents findings from a multi-year study of a grant-funded professional development fellowship program that supports teachers in becoming science teacher leaders and improving science...
TL;DR: The authors explored the hypothesis that an important ingredient for effective teacher professional development is an affirming relationship between the learning-teacher and their coach or peers, and concluded that an enhanced sense of professional value and authority can result from more mutually respectful relationships and become the bedrock for significant professional development.
Abstract: This article draws on interview data across eight months from senior teachers (i.e. experienced teachers who are subject leaders) in Egyptian primary schools, to explore how they described their learning during a professional development project in which they led gatherings of interested teachers in teacher learning communities. The article explores the hypothesis that an important ingredient for effective teacher professional development is an affirming relationship between the learning-teacher and their coach or peers. Carl Rogers’ person-centred theory from the psychotherapy context is explored here in an educational context where, as in many countries, hierarchical relationships control how professionals relate to each other and express themselves. The article concludes that an enhanced sense of professional value and authority can result from more mutually respectful relationships and become the bedrock for significant professional development.