Search results for: Teachers’ learning
Page 5/6 56 items
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Updated: Dec. 29, 2011
The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning. The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.
Updated: Dec. 21, 2011
A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development
This paper is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a lower secondary school in Norway. The goal of this article is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended.
Updated: Dec. 20, 2011
Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference whether Teachers Observe their own Teaching or that of Others?
The current study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning. The study particularly focuses on the influences of these videos analysis on knowledge activation and professional vision.
Updated: Nov. 17, 2011
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community
To understand how interactions with colleagues support teachers’ informal learning, the author examined teachers’ collegial conversations in a highly collaborative teacher community. By highlighting the work that teachers do to make sense of innovative practices, this analysis provides a description of how collegial conversations can support teachers’ informal learning, supporting the development of professional communities.
Updated: May. 25, 2010
Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
The article proposes an approach to teacher development that situates learning in its context of development, with attention to what is learned, what tools are appropriated, and how teaching and learning are mediated in practice. The authors present the social design experiment which are cultural historical formations designed to promote transformative learning for adults and children, as a tool for imagining and designing robust learning ecologies. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching.
Updated: Apr. 27, 2010
Situated Learning Theory and The Pedagogy of Teacher Education: Towards an Integrative View of Teacher Behavior and Teacher Learning
The aim of the present article is to examine the question of what the Lave and Wenger perspective could mean to teacher educators' and researchers' understanding of teacher behavior and teacher learning, and to the pedagogy used in teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. This model leads to concrete implications for the pedagogy of teacher education.
Updated: Jan. 12, 2010
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009
The Role of 'Accomplished Teachers' in Professional Learning Communities: Uncovering Practice and Enabling Leadership
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Updated: Dec. 02, 2009
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations.
Updated: Oct. 01, 2009