Showing papers on "Professional development published in 2016"
TL;DR: In this article, a review of professional development programs is presented, focusing on their underlying theories of action, which include a main idea that teachers should learn and a strategy for helping teachers enact that idea within their own ongoing systems of practice.
Abstract: Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective....
718 citations
TL;DR: A review of faculty development initiatives designed to improve teaching effectiveness synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building to hold implications for practice and research.
Abstract: Background: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.Methods: This review included 111 studies (between 2002 and 2012) that met the review criteria.Findings: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional co...
429 citations
TL;DR: In this article, a critical analysis of traditional and new approaches to professional development is presented based on recent findings about teacher learning, and empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour.
Abstract: Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed.
310 citations
TL;DR: In this article, a review of existing theoretical frameworks and methodological approaches, the main characteristics and practices of online communities and networks, as well as their principal repercussions in teacher professional development is presented.
300 citations
TL;DR: It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession as discussed by the authors.
Abstract: It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession. I reflect here on how far has the profession progressed in responding to that call to action. The idea of a ‘call to action’ could be seen to born out of industrial rather than professional discourses: 10 years ago different factors were shaping teachers’ professional practice and identity and a call to action was a metaphor and a strategy to mobilize teachers. In this paper, I identify the factors that are still influencing and shaping the teaching profession and argue that different times require different responses and that current thinking and debates around teacher professionalism circulate around professional learning. In this paper, I argue that the time for an industrial approach to the teaching profession has passed. I make the case for systems, schools and teachers to be more research active with tea...
273 citations
TL;DR: It is suggested that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health care professional behaviour and patient outcomes.
246 citations
TL;DR: A charter is presented, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation and realize its full potential.
Abstract: The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.
235 citations
01 Jan 2016
TL;DR: In this article, the authors present a book about designing professional development for teachers of science and mathematics, which they call Designing Professional Development for Teachers of Science and Mathematics (DPDM).
Abstract: Thank you very much for reading designing professional development for teachers of science and mathematics. As you may know, people have look hundreds times for their favorite readings like this designing professional development for teachers of science and mathematics, but end up in harmful downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their desktop computer.
228 citations
TL;DR: A three-phase model of school-based collaborative lesson research (CLR) is being piloted at 15 urban schools in three major school districts in the US by as mentioned in this paper.
Abstract: New common standards for mathematics were adopted by most of the states in the US by 2010. Achieving these standards, however, is a challenge, since they require significant changes in how mathematics is taught. Lesson study (jugyou kenkyuu) is a form of professional development that has been credited for supporting profound changes in teaching in Japan, but its effectiveness outside of Japan has been uneven. From research on school-based lesson study in Japan and from the research on and experience with lesson study in schools in the US, the authors hypothesize that certain institutional structures and practices are important for maximizing its impact, but are sometimes omitted from lesson study outside of Japan. The authors introduce a new term: collaborative lesson research (CLR), defined to include those structures and practices. A three-phase model of school-based CLR, focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the US. This paper provides details of the pilot program and preliminary results from some of the partner schools.
195 citations
TL;DR: This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching, and suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.
Abstract: The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.
176 citations
TL;DR: Learning through work has long been important for the development of health care workers’ occupational competence, but to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed.
Abstract: Context
Learning through work has long been important for the development of health care workers’ occupational competence. However, to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed.
Concepts
Optimising the experiences health care workplaces provide, augmenting their potential for learning and promoting workers’ engagement with them can, together, improve workers’ ability to respond to future occupational challenges. Importantly, such considerations can be used to understand and appraise workplaces as learning environments. Here, the concepts of practice curricula and pedagogies, and workers’ personal epistemologies (i.e. what individuals know, can do and value) are described and advanced as practical bases for optimising learning in and for health care workplaces now and for the future.
Conclusion
Such bases seem salient given the growing emphasis on practice-based provisions for the initial preparation and on-going professional development of health care workers’ capacities to be effective in their practice, and responsive to occupational innovations that need to be generated and enacted through practice.
TL;DR: The authors investigated the content and level of students' reflection and how it contributed to their practical theory and professional development, finding that practical theories were developed throughout the education program and that supporting student teachers' reflective skills can impact positively on their professional development.
TL;DR: MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry.
Abstract: Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary classrooms, a randomized controlled trial examined the effects of a 2-year teacher coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and the year after coaching was discontinued replicated previous findings from the first year of coaching-intervention teachers had no significant disparities in discipline referral between Black students and their classmates, compared to teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry.
TL;DR: A systematic review of the literature on faculty member's adoption and use of online tools for face-to-face instruction identifies six influences that cut across the literature: faculty member’s interactions with technology, academic workload, institutional environment, interactions with students, the instructor's attitudes and beliefs about teaching, and opportunities for professional development.
Abstract: College and university instructors are increasingly incorporating online tools into face-to-face teaching approaches, such that blended instruction is forecasted to become “the new traditional model” ( Ross & Gage, 2006 , p. 168; Norberg, Dziuban, & Moskal, 2011; Watson, 2008 ). Yet, less than 5% of the scholarship on blending in higher education explores academic practice (e.g. teaching, curriculum design, professional development and training for instruction; Torrisi-Steele & Drew, 2013 ). This discussion reports the results of a systematic review of the literature on faculty member's adoption and use of online tools for face-to-face instruction. Six influences that cut across the literature are identified: faculty member's interactions with technology, academic workload, institutional environment, interactions with students, the instructor's attitudes and beliefs about teaching, and opportunities for professional development. Strengths and limitations of the literature and future directions for research on socio-technical systems of instruction are identified.
TL;DR: In this article, a systematic review of empirical research into mathematics teachers' situation-specific skills is presented, concluding that teachers' expertise and experience positively influence noticing and teachers' noticing can be successfully fostered by video-based professional development programs.
Abstract: Research in mathematics education has investigated teachers’ professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads to addressing situation-specific skills such as perception, interpretation and decision-making, indicative of revealing a teacher’s knowledge while in the act of teaching. The aim of this study is to systematically review empirical research into mathematics teachers’ situation-specific skills. From the databases Eric, PsycINFO and MathEduc a total of 60 articles were included in the review, based on specific criteria. The studies were categorized with respect to theoretical frameworks used, designs and methods applied as well as the main findings of each study. Teachers’ noticing or teachers’ professional vision, and teachers’ (situated) professional knowledge were found to be the most frequent frameworks. Designs ranged from comprehensive case studies with a variety of methods to confirmatory studies testing a large sample with standardized instruments. The main findings suggest: (1) Teachers’ expertise and experience positively influence noticing and teachers’ noticing can be successfully fostered by (video-based) professional development programs. (2) Pre-service teachers struggle with perceiving and interpreting students’ work. Thereby, their mathematical knowledge plays an important role. (3) Teachers’ in-the-moment decision-making is influenced by their knowledge, beliefs and goals. (4) Teachers’ knowledge and belief facets predict their situation specific-skills which in turn correlate with aspects close to instructional practice. (5) Teachers have difficulties interpreting tasks and identifying their educational potential. Methods and implication of this systematic review are thoroughly discussed.
TL;DR: In this paper, the authors introduce the use of experiential learning during the early stages of teacher professional development and explore the implementation of this approach with teachers in Irish second level schools who are being asked to make significant pedagogic changes as part of a major curriculum reform.
TL;DR: In this article, a mixed-method study, conducted within the context of a randomized-control trial of an MBI for teachers, was to examine four potential ways by which the MBI reduced teacher stress, including increasing their efficacy for regulating emotion on the job; improving their ways of coping with stress at work; increasing their ability to forgiving colleagues and students at work following conflict; and increasing teachers' tendency to feel compassion for people generally, and for challenging students in particular.
Abstract: Mindfulness-based interventions (MBIs) can reduce teachers’ stress. The purpose of this mixed-method study, conducted within the context of a randomized-control trial of an MBI for teachers, was to examine four potential ways by which the MBI reduced teacher stress, including by (1) increasing their efficacy for regulating emotion on the job; (2) improving their ways of coping with stress at work; (3) increasing their efficacy for forgiving colleagues and students at work following conflict, as well as the tendency to do so; and (4) increasing teachers’ tendency to feel compassion for people generally, and for challenging students in particular. Public school teachers (n = 59) were randomized to an MBI or a waitlist control condition. They completed surveys at pre/post/follow-up and interviews at post-program designed to assess their coping with work stressors and their appraisals of their most challenging students. Survey data showed that efficacy beliefs and the tendency to forgive changed from pre/post for teachers in the MBI, and partially mediated reductions in stress from baseline to 4-month follow-up. Interview results showed a trend for teachers in the MBI to report more adaptive strategies for coping with job stress, and a tendency to evaluate challenging students in a more positive affective light. Implications for MBIs in teacher professional development are discussed.
TL;DR: Results from this study indicate that learners who demonstrated active engagement in the MOOC tended to outperform other learners who did not practice this trait, andLearners with moderate prior content knowledge benefitted most from the course.
Abstract: A series of Massive Open Online Courses (MOOCs) in the Curriculum and Instruction (CUIN) Department at a university are collaboratively being designed and developed by a team of doctoral students with mentorship from two CUIN professors. The first two MOOCs, Powerful Tools for Teaching and Learning: Digital Storytelling MOOC (DS MOOC) and Powerful Tools for Teaching and Learning: Web 2.0 Tools, have been developed and offered multiple times on the Coursera platform. This paper reports on the relationships between learners' patterns and motives of engagement and their prior subject knowledge with their course performance in the Digital Storytelling MOOC. Results from this study indicate that learners who demonstrated active engagement in the MOOC tended to outperform other learners who did not practice this trait. Learners whose motives for participation involved earning the Continuing Professional Development certificate, gaining skills, ideas and inspirations, and improving their professional practice outperformed the students who valued these traits less. Learners who possessed moderate level of content knowledge seemed to benefit most from the course. This paper contributes insight into aspects of students' behaviors that possibly contributed to their success in a MOOC and invites discussion on how to reinforce these traits. Active groups of learners outperformed in the MOOC compared to the other groups.Learners with moderate prior content knowledge benefitted most from the course.Different motives for participation result in different course performance.
TL;DR: The objective of this study was to review and synthesise the literature on arts‐based education and provide a conceptual model to guide design, evaluation and research of the use of the arts in medical education.
Abstract: Context
A rich literature describes many innovative uses of the arts in professional education. However, arts-based teaching tends to be idiosyncratic, depending on the interests and enthusiasm of individual teachers, rather than on strategic design decisions. An overarching framework is needed to guide implementation of arts-based teaching in medical education. The objective of this study was to review and synthesise the literature on arts-based education and provide a conceptual model to guide design, evaluation and research of the use of the arts in medical education.
Methods
A systematic literature review using the PubMed and ERIC databases. Search terms included humanism, art, music, literature, teaching, education, learning processes, pedagogy and curriculum. We selected empirical studies and conceptual articles about the use of creative arts, imagery and symbolism in the context of professional education. Data synthesis involved a qualitative content analysis of 49 included articles, identifying themes related to educational characteristics, processes and outcomes in arts-based education.
Results
Four common themes were identified describing (i) unique qualities of the arts that promote learning, (ii) particular ways learners engage with art, (iii) documented short- and long-term learning outcomes arising from arts-based teaching and (iv) specific pedagogical considerations for using the arts to teach in professional education contexts.
Conclusions
The arts have unique qualities that can help create novel ways to engage learners. These novel ways of engagement can foster learners’ ability to discover and create new meanings about a variety of topics, which in turn can lead to better medical practice. At each of these steps, specific actions by the teacher can enhance the potential for learners to move to the next step. The process can be enhanced when learners participate in the context of a group, and the group itself can undergo transformative change. Future work should focus on using this model to guide process design and outcome measurement in arts-based education.
TL;DR: In this article, a qualitative case study of four data teams over a period of two years is presented, which shows that data use is not a linear process, and that teams go through different feedback loops to reach higher levels of depth of inquiry.
Abstract: The use of data for educational decision making has never been more prevalent. However, teachers and school leaders need support in data use. Support can be provided by means of professional development in the form of “data teams”. This study followed the functioning of 4 data teams over a period of 2 years, applying a qualitative case study design. The findings show that data use is not a linear process, and that teams go through different feedback loops to reach higher levels of depth of inquiry. The data team procedure is a promising way of enhancing data-based decision making in schools.
TL;DR: In this paper, the authors unpacked the meanings and implications of the mobility of international students in vocational education and argued that transnational mobility is regarded as a resourceful vehicle to help international students "become" the kind of person they want to be.
Abstract: This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility.
TL;DR: It appears that the most significant influence from within these settings is the physical environments for both physical activity and sedentary behavior.
TL;DR: In this article, a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers' practices and knowledge is provided, with a focus on the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge of K-12 science teachers.
Abstract: The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change thei...
TL;DR: This paper made visible the process of lesson planning and the role and function of the lesson plan in Lesson Study, based on case studies conducted by Project IMPULS at Tokyo Gakugei University in three Japanese schools.
Abstract: There is no doubt that a lesson plan is a necessary product of Lesson Study. However, the collaborative work among teachers that goes into creating that lesson plan is largely under-appreciated by non-Japanese adopters of Lesson Study, possibly because the effort involved is invisible to outsiders, with our attention going to its most visible part, the live research lesson. This paper makes visible the process of lesson planning and the role and function of the lesson plan in Lesson Study, based on case studies conducted by Project IMPULS at Tokyo Gakugei University in three Japanese schools. The paper identifies key features of the planning process in Lesson Study, including its focus on task design and the flow of the research lesson, and offers suggestions for educators seeking to improve Lesson Study outside Japan.
TL;DR: It is recommended that future research explore how the ICN Framework of Disaster Nursing Competencies do or do not assist in maintaining best practices in this field and improve outcomes for victims of disaster.
Abstract: The International Council of Nurses (ICN; Geneva, Switzerland) and the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) joined together in 2014 to review the use of the ICN Framework of Disaster Nursing Competencies. The existing ICN Framework (version 1.10; dated 2009) formed the starting point for this review. The key target audiences for this process were members of the disaster nursing community concerned with pre-service education for professional nursing and the continuing education of practicing professional nurses. To minimize risk in the disaster nursing practice, competencies have been identified as the foundation of evidence-based practice and standard development. A Steering Committee was established by the WADEM Nursing Section to discuss how to initiate a review of the ICN Framework of Disaster Nursing Competencies. The Steering Committee then worked via email to develop a survey to send out to disaster/emergency groups that may have nurse members who work/respond in disasters. Thirty-five invitations were sent out with 20 responses (57%) received. Ninety-five percent of respondents knew of the ICN Framework of Disaster Nursing Competencies, with the majority accessing these competencies via the Internet. The majority of those who responded said that they make use of the ICN Framework of Disaster Nursing Competencies with the most common use being for educational purposes. Education was done at a local, national, and international level. The competencies were held in high esteem and valued by these organizations as the cornerstone of their disaster education, and also were used for the continued professional development of disaster nursing. However, respondents stated that five years on from their development, the competencies also should include the psychosocial elements of nurses caring for themselves and their colleagues. Additionally, further studies should explore if there are other areas related to the disaster nursing practice (in addition to psychosocial concerns) that may be missing or not fully developed. Finally, the authors of this report recommend that future research explore how the ICN Framework of Disaster Nursing Competencies do or do not assist in maintaining best practices in this field and improve outcomes for victims of disaster. Hutton A , Veenema TG , Gebbie K . Review of the International Council of Nurses (ICN) Framework of Disaster Nursing Competencies. Prehosp Disaster Med. 2016;31(6):680-683.
TL;DR: In this paper, the authors explored the use of social media for work-related or professional purposes in higher education and found that, with increasing levels of activity, the number of motivations for using social media increase, as does the perceived number of success.
Abstract: The research reported on in this article explores the use of social media for work-related or professional purposes. In particular, it focuses on the perceptions and use of social media by academics in the UK. The purpose of the research was to explore the potential social media has to facilitate the changing landscape of higher education and support the individual academic in their role. Of particular interest is how specific social media tools are being used to enhance networking opportunities and contribute to career progression. The use of social media was explored in detail through interviews and a survey. Typical activities that are currently being undertaken were identified and user group profiles developed that articulate different levels of engagement with these tools and the motivations that each group of users have for using social media. The study found that, with increasing levels of activity, the number of motivations for using social media increase, as does the perceived number of successfu...
TL;DR: In this paper, the impact of a teacher development program focused on the implementation of dialogic teaching practice is examined. But the authors focus on the impact on the teachers' open questions of high cognitive demand, teacher uptake, and open discussion.
TL;DR: Pianta, Downer, and Hamre found that teachers' sensitivity to individual needs, support for positive behavior, and stimulation of language and cognitive development are key indicators of classroom quality that appears to benefit all children from prekindergarten through third grade.
Abstract: Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience it.Definitions of quality in early education, the authors write, generally include four aspects. The first is a program’s structural elements, such as length of the school day or teachers’ qualifications. The second encompasses general features of the classroom environment, ranging from playground equipment to activities involving staff, children, or parents. Third are the dimensions of teacher-student interactions that children experience directly. Finally, aggregate indices—such as quality rating and improvement systems—combine measurements across types of program elements.Pianta, Downer, and Hamre find very little evidence that programs’ structural features influence children’s development. Instead, they zero in on teacher-student interactions—characterized by teachers’ sensitivity to individual needs, support for positive behavior, and stimulation of language and cognitive development—as a key indicator of classroom quality that appears to benefit all children from prekindergarten through third grade.Teachers’ interactions with children can be significantly and systematically improved through targeted and sustained professional development. Yet efforts to improve the quality of such interactions at scale and to ensure that quality remains consistent from prekindergarten through third grade have so far been ineffectual. If we accept the evidence that direct experiences within classrooms are the best indicators of program quality, the authors argue, then the next wave of science and policy must refine and advance the definition, measurement, production, and consistency of these experiences in early education.
TL;DR: In this article, a multilevel boundary crossing approach was introduced to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries, by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research.
Abstract: This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing what we call a multilevel boundary crossing approach, we look at the startup years of one academic PDS partnership, scrutinizing the successive learning mechanisms that were evoked at the institutional, interpersonal, and intrapersonal levels. The case study narrative illustrates the multilevel nature of boundary crossing and reveals different learning mechanisms in different phases and at different levels. For example, whereas coordination initially occurred at all levels, transformation occurred in later years mainly at the intrapersonal level. The study sheds specific light on the intrapersonal level by showing the significant and challenging role of various bro...