Search results for: Collegiality
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In this article, the authors describe the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school in Iowa. The authors argue that the use of self-study as the frame for their professional learning experience was seen as a powerful and positive experience overall, impacting both their own practice and the dual language program at large. The authors also argue that during the process of self-study, many of the teachers became supportive collegial friends, colleagues who appeared genuinely interested in working together to improve practice. By working as collegial friends, by engaging in critical discussions of genuine issues and teacher-chosen interests in improving practice, the dual language program as a whole benefited.
Updated: Jan. 15, 2014
This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.
Updated: Nov. 19, 2013
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Updated: Aug. 29, 2012
Educational Collaboration across Borders: The Preparation of the Transforming Teacher Education. Redefined Professionals for 21st Century Schools Report
This article provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools. This paper traces the rationale for the International Alliance of Leading Education Institutes (IA), identification of institutional members, and the intended goals and objectives of the IA. The article also identifies the challenges of consolidating the vast amount of information across different contexts, languages and cultures, Finally, the key assertions in the IA report, including implications for coverage of initial teacher education, induction and professional development, and successful school, university and community partnerships, are highlighted.
Updated: Jun. 13, 2011
Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions
The current paper examines mathematics teacher collegiality. The article focuses on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The authors examine how a study group of middle-grades mathematics teacher–researchers took a more critical stance toward their own teaching practice and that of their colleagues.
Updated: May. 26, 2011
The Importance of Collegiality and Reciprocal Learning in the Professional Development of Beginning Teachers
This article discusses factors that enhance induction experiences for beginning teachers. The paper reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements. However, the data indicate that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.
Updated: Dec. 26, 2010
This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. The findings suggest evidence of both collegial and critical forms of discussion. Collegial discussion was found to be important in developing and maintaining community while critical discussion was vital for its role in transforming teachers' beliefs.
Updated: May. 25, 2010
This article reports a self-study conducted during the author's four-year tenure as head of the elementary school department within a college of education. During that period, she explored her developing understanding of the role of relationships in the processes of her professional and personal growth. The author describes the three cycles of action that comprise the process of change she instigated in the department. She also describes the three phases she identified retrospectively.
Updated: Dec. 14, 2008
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance.
Updated: Jun. 10, 2008