Search results for: Professional learning
Page 4/5 41 items
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.
Updated: Feb. 04, 2014
Collaborative Feedback and Reflection for Professional Growth: Preparing First-Year Pre-service Teachers for Participation in the Community of Practice
This article reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers. The pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching. The article concludes with a reflection on the value of feedback from the earliest stages of professional learning.
Updated: Sep. 16, 2013
A Bridge Over Troubling Waters: A Snapshot of Teacher Graduates' Perceptions of their Ongoing Professional Learning Needs
This article discusses a pilot university program of extended teacher preparation in Ausralia. The paper reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching.
Updated: Sep. 16, 2013
This article describes the Noewegian teacher education context in which two new teacher educators, John and Karen, start work in a university. The article looks at the many roles they have to undertake in that work, and the explicit and implicit requirements they have to meet. Finally, the article examines some of the frustrations both John and Karen may face, many of which are shared by their more experienced peers, as members of the professional community of teacher educators.
Updated: Feb. 13, 2013
Facilitating Teacher Educators' Professional Learning through a Regional Research Capacity-Building Network
This article reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England. This paper explores the intricate dynamics of the learning journeys undertaken by the participants. Furthermore, this article critically examines the structural, social and cultural factors involved in the navigation of the complex ecologies in which they were embedded as teacher educators and how this impacted on their learning.
Updated: Dec. 25, 2012
Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?
This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results showed that active leadership supervision directly influences the feedback utility and teachers’ professional learning.
Updated: Jun. 26, 2012
In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.
Updated: May. 14, 2012
This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.
Updated: Apr. 03, 2012
Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition
This article argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities.
Updated: Sep. 14, 2011
The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.
Updated: Jul. 26, 2011