Search results for: Learning communities
Page 1/3 22 items
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.
Updated: Feb. 16, 2022
“Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, the authors examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members’ identities and trajectories as social justice teacher educators and scholars. Our findings indicate that CPD can meet university-based educators’ hunger for community, professional learning, and strategic alliances, as well as increase their sense of efficacy and authenticity as social justice educators.
Updated: Sep. 21, 2020
Learning with their Peers: Using A Virtual Learning Community to Improve an In-service Biology Teacher Education Program in Brazil
The purpose of this study was to explore whether the use of virtual learning community (VLC) associated with an online teachers' professional development program enable Biology teachers to share knowledge with their peers. The findings reveal that teachers that joined the this community intensely shared knowledge both on Biological contents and didactic experiences. They seldom used the VLC-Bio for social purposes. The authors also found that the effective participation in the collective construction of knowledge on how to teach Biology topics occurred mainly through interaction of teachers with their peers.
Updated: Oct. 18, 2018
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Updated: Oct. 01, 2017
Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools
This article examines the professional development (PD) of a group of urban physical education teachers as they moved from a learning community focused on a new curriculum in physical education to a community of practice (CoP) committed to intense, sustained and focused engagement on issues related to their teaching practice and personal growth as physical educators. The participants reported development of their teaching practice and pedagogical skills by applying the teaching strategies shared by colleagues in the community. The teachers came to recognise their ability to design lessons to engage students and to implement these lessons in ways that were challenging and exciting, supporting the notion of increased self-efficacy. Their focus was consistently on their students and how to impact their learning by developing their own knowledge and skills in order to provide a quality education.
Updated: Jun. 14, 2017
Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher
This article investigates how and what type of relationships cooperating teachers (CTs) can develop with student teachers (STs) and university tutors (UTs) to enhance the school placement process. By facilitating collaborative relationships, a CT’s learning experience can be positively enhanced and a ST is provided with a scaffolded entry into the teaching profession. As the relationships in the study had various degrees of mutual engagement, joint enterprise and a shared repertoire, it allowed the ongoing interactions between various stakeholders to be labelled ‘communities’. The approaches of the CTs in developing communities were either enabled or challenged by other members in the school placement process.
Updated: Jun. 13, 2017
This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC). This program brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices on their respective campuses. Three different faculty development activities within teacher education are analyzed: (a) a faculty study hall model, (b) preservice classroom activities, and (c) large-scale professional development activities.
Updated: Nov. 02, 2015
This article provides a review of literature on teacher educator identity. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development.
Updated: Oct. 13, 2015
Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success
This study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. The findings reveal that principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Furthermore, principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust.
Updated: Oct. 27, 2011