Showing papers in "Professional Development in Education in 2021"
TL;DR: In order to support professional development of their teachers, 14 Dutch secondary schools developed and implemented a series of interventions as discussed by the authors, which they called School as Professional Learning Communi cation.
Abstract: In order to support professional development of their teachers 14 Dutch secondary schools developed and implemented a series of interventions. The concept of School as Professional Learning Communi...
51 citations
TL;DR: Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and linear as mentioned in this paper.
Abstract: Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and r...
41 citations
TL;DR: Although school and education system leaders can mandate teachers participation in professional development activities, various school-related, teacher-related and student-related factors influenc... as mentioned in this paper, the authors of this article
Abstract: Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influenc...
37 citations
TL;DR: In China, the term Professional Learning Communities (PLCs) is an imported concept from the United States, whereas the term PLC itself is an import from China as mentioned in this paper.
Abstract: School principals play a key role in the creation and nurture of school conditions conducive to Professional Learning Communities (PLCs). In China, whereas the term PLC itself is an imported concep...
25 citations
TL;DR: This article explored how a group of higher education teachers in China used WeChat to build an online Community of Practice (OCoP), which supported their professional learning, and found that OCP was beneficial to them.
Abstract: This study explored how a group of higher education teachers in China used WeChat to build an online Community of Practice (OCoP), which supported their professional learning. A qualitative study w...
24 citations
TL;DR: The authors investigates how teachers' professional agency afforded and constrained their decisions to participate in or withdraw from professional learning communities (PLCs), while PLCs are often "often hostile" to teachers.
Abstract: This paper investigates how teachers’ professional agency afforded and constrained their decisions to participate in or withdraw from professional learning communities (PLCs). While PLCs are often ...
24 citations
TL;DR: In this paper, school leaders in England have a huge task to mediate factors in a school's environment (regulatory/legal and institutional). Rapid and sometimes conflicting policy agendas for improved performance.
Abstract: School leaders in England have a huge task to mediate factors in a school’s environment (regulatory/legal and institutional). Rapid and sometimes conflicting policy agendas for improved performance...
20 citations
TL;DR: This paper showed that expert-student interaction plays an important role in teacher professional development for Chinese vocational education and training (VET), and both Chinese and international research shows that expert interaction plays a key role in VET teacher development.
Abstract: Novice–expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-...
17 citations
TL;DR: In this paper, the authors describe a model which emerged from a research study developed in the context of a professional development course attended by more than 150 teachers from primary and secondary schools in Southeast London and Kent (UK) in the last 4 years.
Abstract: This article addresses the need for ‘coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools. We describe a model which emerged from a research study developed in the context of a professional development course attended by more than 150 teachers from primary and secondary schools in Southeast London and Kent (UK) in the last 4 years. The design was based on data collected through 28 interviews to participants, reports and evaluation surveys and field notes from facilitators. The model is particularly innovative because it portrays not only the process of facilitation of action research but also the process of collaboration between facilitators and participants. It identifies five steps of development of teacher-led action research and highlights the issues and challenges to be considered in each step: 1. Defining the field of action (motivations and concerns, finding a research focus and questioning); 2. Planning (time, research skills and criticality); 3. Action (power relations and ethical awareness); 4. Evaluation (professional judgement, peer review, theory and practice) and 5. Reflection/(Re)planning (transformation and sustained development). This model can be used as a framework to enhance the development of teacher-led research in schools.
16 citations
TL;DR: In this article, the effects of principal leadership and teacher trust on teacher professional learning in Turkey were investigated by investigating the effect of principal trust and principal leadership on teachers' professional learning.
Abstract: This study aims to explore teacher professional learning in Turkey by investigating the effects of principal leadership and teacher trust on teacher professional learning, controlling for important...
12 citations
TL;DR: The current neoliberal political climate in education has narrowed the focus of teachers' professional development and reduced their work in the classroom to a simple and predictable process as mentioned in this paper, which has resulted in a teacher's professional development becoming a predictable process.
Abstract: The current neoliberal political climate in education has narrowed the focus of teachers’ professional development and reduced their work in the classroom to a simple and predictable process. In th...
TL;DR: ‘Back home, the authors’re used to cramming a lot, so they read something and once the exam is done, they are done, like they don’t remember, but this helps them always remember, they will probably never forget th...
Abstract: ‘Back home, we’re used to cramming a lot, so we read something and once the exam is done, we’re done, like we don’t remember, but this helps them always remember, they will probably never forget th
TL;DR: In this article, the authors show that while attendance at short, day-long courses or workshops features prominently in teachers' continuing professional development profiles, research remains equivocal about their lasting impact.
Abstract: Whilst attendance at short, day-long courses or workshops features prominently in teachers’ continuing professional development (CPD) profiles, research remains equivocal about their lasting impact...
TL;DR: For instance, this paper argued that the key to success in education is not to be inherently anxious and resistant, but to be adaptable and adaptable to technological integration in education.
Abstract: Since the 1980s, research about technological integration in education has relied on models that position teachers as inherently anxious and/or resistant. These models posit that the key to success...
TL;DR: In this article, the authors investigate the need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession, in order to support the development of sport coaching.
Abstract: There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigat...
TL;DR: This paper explored the influence of The Alliance of Thinking Schools, a multi-regional, researcher-practitioner partnered teachers' professional learning community (PLC) on the teaching environment.
Abstract: This study aims at exploring the influence of The Alliance of Thinking Schools, a multi-regional, researcher-practitioner partnered teachers’ professional learning community (PLC) on the teaching o...
TL;DR: The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education as discussed by the authors, and a qualitative case study examines how ten preservices Chinese and K teachers were trained using the Change Lab methodology.
Abstract: The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education This qualitative case study examines how ten preservice Chinese and K
TL;DR: In this article, the development of a response-able (Barad 2007), creative professional learning program for in-service teachers of an unfolding relationships and sexuality education (RSE) curricu...
Abstract: This paper maps the development of a response-able (Barad 2007), creative professional learning programme for in-service teachers of an unfolding relationships and sexuality education (RSE) curricu...
TL;DR: There is broad international recognition of the importance of ongoing professional learning opportunities for educators as discussed by the authors. But despite this seemingly global consensus, there is disagreement regarding the need for professional learning for educators.
Abstract: There is broad international recognition of the importance of ongoing professional learning opportunities for educators. Despite this seemingly global consensus, there is disagreement regarding the...
TL;DR: In this article, a multi-perspective approach is applied to data from a teacher professional development (PD) program in which teachers were supported to develop curriculum materials, and an interconnected model is used to analyse the role of curriculum materials in catalysing change in individual teachers' practice.
Abstract: Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional change, the role of curriculum materials in professional learning remains under-researched and under-theorised. We address this gap by applying a multi-perspectival approach to data from a PD programme in which teachers were supported to develop curriculum materials. We use an interconnected model to analyse the role of curriculum materials in catalysing change in individual teachers’ practice. Our use of Boundary Theory proposes that curriculum material adoption is mediated by the solidity of boundaries between school practice and research findings, and Actor-Network Theory perspectives examine the assemblage of networked relations within and beyond schools that are entangled in curriculum materials. We highlight how combining linear and non-linear perspectives may contribute to improved understanding of the complexity of supporting teachers’ learning and use our analyses to outline implications of using curriculum materials in teacher professional development.
TL;DR: In this article, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within format, and the results show that the use of iPads can improve the performance of teachers.
Abstract: In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within format...
TL;DR: In this article, the authors describe how technology is becoming ubiquitous in daily life and intertwined with professional practice, and with the growing prevalence of online and digital technologies comes an expectation of connectivity but t...
Abstract: Technology is becoming ubiquitous in daily life and intertwined with professional practice. With the growing prevalence of online and digital technologies comes an expectation of connectivity but t...
TL;DR: In this article, the authors explore how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland, using a dataset of 2.2 million learners.
Abstract: This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 2...
TL;DR: For example, this article focused on the role of leaders at the top of the school organisation and paid little attention to the middle leaders, who direct and support the learning process of teachers.
Abstract: Research on how to support school-based teacher learning has largely focused on the role of leaders at the top of the school organisation. It has paid little attention to middle leaders, who direct...
TL;DR: This case study examines nonlinear and contextual manifestations of high school science teachers’ professional learning from a complex systems perspective and considers theoretical and practical implications of adopting acomplex systems approach to the design and evaluation of teacher professional development.
Abstract: Although teachers’ learning has been increasingly recognised as nonlinear and contextually responsive, few studies have extended these understandings to the design and evaluation of professional de
TL;DR: In this paper, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their importance is therefore undervalued.
Abstract: Research into schoolteachers’ professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their importance is therefore undervalued. To address this, there is a need for a greater understanding of how professional development facilitators learn, practice and develop their roles. This study contributes to the evidence base about professional development facilitators through a small-scale study of the facilitators of a teacher professional development programme in the Further Education and Skills sector in England. Using qualitative data drawn from facilitators and participants we identify three areas of practice used by the facilitators: content, pedagogy and embodiment. We describe the facilitators’ choices in relation to these practices and how these choices interact, identifying modelling as an important practice where content and pedagogy overlap. We show how facilitators’ choices were supported by previous experience, ongoing learning and feedback from participants. Drawing on this evidence we suggest ways in which professional development facilitators might be supported in their own professional learning by exploring and improving their knowledge and understanding of the three areas of practice.
TL;DR: In the past 20 years, teacher professional learning as been reconceptualised as a process that is initiated during pre-service preparation but which continues in the form of job-embedded and coll... as mentioned in this paper.
Abstract: Over the past 20 years, teacher professional learning as been reconceptualised as a process that is initiated during pre-service preparation but which continues in the form of job-embedded and coll...
TL;DR: In this article, a literature search of four academic databases identified 159 relevant articles which were then qualitatively coded with NVivo to identify factors that have been highlighted as helpful and hindering for educators.
Abstract: Every year, significant resources are devoted to the professional development of educators, warranting a closer evaluation of whether professional development is effective and where it can be improved. Focussing on professional development in intercultural and multicultural education, this article presents a scoping study of relevant literature to identify factors that have been highlighted as helpful and hindering for educators. Peer-reviewed journals from the last two decades were scoped for articles about professional development aimed at Pre-K–12 educators. A literature search of four academic databases identified 159 relevant articles which were then qualitatively coded with NVivo. A numerical analysis identified areas of research concentration and those needing research attention, while a thematic analysis yielded four broad areas of results: teacher capacities and dispositions, features of professional development, professional development activities and professional development topics. Discussion is concentrated on the overall state of the field, particularly on features specific to inter/multicultural professional development such as educator resistance and reluctance, content organisation, the under-utilisation of technology, and safe opportunities for discussion, criticality and meta-cognitive reflection. The article presents results that may inform the design of inter/multicultural professional development in education along with suggested areas for future research.
TL;DR: In this paper, the authors explored the way teacher leadership for professional learning was manifested during the disruption to education caused by the COVID-19 pandemic and found that participants engaged in many instances of leadership practices, which were focused on learning in the broadest sense, thus encompassing student learning, their own professional learning, and the learning of other teachers in their schools and communities.
Abstract: The current study aimed to explore the way teacher leadership for professional learning was manifested during the disruption to education caused by the COVID-19 pandemic. Participants were recruited from three public and three private schools in Qatar, and included a total of 12 primary teachers and six school principals. A phenomenological research design was employed using interviews for data collection. The analysis of the data revealed eleven themes distributed across the five principles of leadership for learning, used as the theoretical framework in the study. Findings revealed participants’ engagement in many instances of leadership practices, which were focused on learning in the broadest sense, thus encompassing student learning, their own professional learning, and the learning of other teachers in their schools and communities. However, several factors emerged as constraining teacher leadership for learning in the different school contexts, which carry important implications for educational leaders, teachers, and systems in the aftermath of the pandemic. [ABSTRACT FROM AUTHOR] Copyright of Professional Development in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
TL;DR: Transgender and gender-expansive students are disproportionately at risk for negative academic and health outcomes; yet, few educators receive training on gender-inclusive school practice as discussed by the authors...
Abstract: Transgender and gender-expansive students are disproportionately at risk for a host of negative academic and health outcomes; yet, few educators receive training on gender-inclusive school practice...