Search results for: Professional learning
Page 3/5 41 items
Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model*
This research broadly focuses on two distinct concerns: the first relates to what constitutes high-quality professional learning; and the second relates to the implementation of professional learning at the classroom level. This paper addresses each of these concerns by identifying the features of effective professional learning: focus, learning components, feedback, collaborative practices, temporal elements and coherence. The analysis of the three-case study schools suggests that the greatest benefit of system-based professional learning is the level of coherence it can provide.
Updated: Jan. 09, 2017
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Updated: Dec. 19, 2016
This article draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, the authors consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. They argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance.
Updated: Aug. 01, 2016
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Updated: Jul. 18, 2016
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
This study examines dialogue for evidence of inquiring habits of mind within mentor–mentee interactions. The findings revealed that learning and development was found but at differential rates not necessarily related to experience as a teacher or mentor prior to the programme. Furthermore, while the goals typically aligned with the philosophy of the programme, conversation content analysis revealed a discrepancy between intended goals and actual conversation.
Updated: Jun. 29, 2016
The present paper reports on the results of a research project in which 18 teacher educators in three countries—Australia, The Netherlands, and United Kingdom—were interviewed about their experiences of working in the so-called “third space” between schools and universities, particularly in relation to the practicum, or field supervision. This research examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools.
Updated: Jan. 27, 2016
This study focused on the effects of different videotaped material on teachers’ cognitive, emotional, and motivational processes. The participants were 10 eighth-grade mathematics teachers, who analyzed videos of their own or other teachers’ classroom instruction.The findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. This study demonstrates the benefits of comparing teachers’ analysis of their own and others’ videos. The authors pointed out that the individual analysis of one’s own and others’ videos results in differential effects on cognition, motivation, and emotion that may not always be intuitive or easily observable in individual and group settings.
Updated: Dec. 21, 2015
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
Professional Learning in the Lives of Teachers: Towards a New Framework for Conceptualising Teacher Learning
This study explored the continuing professional learning of teachers in a range of Australian schools. The findings revealed that three sets of major influences on teachers’ engagement with professional learning and the quality of that learning. These influences were isolation, cost, and the professional and personal life stages of teachers.
Updated: Dec. 22, 2014