Professional Development (381 items)To section archive
Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?
Based on an in-depth study of a large number of teachers at one school, this paper begins to unpack the participants’ views about and the expectations they hold for their professional learning. Data were collected over two school terms through several focus group interviews reaching approximately two-thirds of the staff. Analysis of the data sets led to identification of themes used to categorise teachers’ perceived areas of developmental need (e.g. special needs, wellbeing, etc.) and what would be required to address these needs (e.g. time, collaboration, etc.). Findings indicate that what teachers receive to support their professional learning is not always what they want or value. Their aspirations regarding their professional learning needs tend to be more informed by their own beliefs about learning and teaching rather than more global, systematic or operational requirements.
Updated: Jan. 11, 2022
This article reported how five preservice teachers constructed and developed their teacher identity in a year-long teacher residency partnered between a university-based teacher education program and schools in Louisiana, United States. Drawing on a sociocultural approach to identity development and the ‘third space’ theory, qualitative data were collected from individual interviews, classroom observations, and document analysis. Findings suggested that participants experienced an ongoing teacher identity construction while learning to teach in the hybrid, in-between ‘third space’ residency. Key elements of the residency, including the mentored co-teaching experiences and learning opportunities situated in authentic school contexts, facilitated the participants’ learning about teaching and teacher identity negotiation. Implications for teacher education practice, policy, and research were discussed.
Updated: Jan. 10, 2022
Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges
This qualitative study explores how a group of preservice teachers, all of whom had been well prepared to become primary-grade teachers, made a transition into infant/toddler group care settings. The authors used the teachers’ daily journal entries, individual interview, document analysis (course syllabus, weekly planning sheets), and weekly team planning meetings as data sources. Findings revealed that the teachers initially struggled to work with the infants/toddlers and that their long-held notions of children, teaching, and learning were challenged. Yet, their daily work with the children over 15 weeks of practicum helped them deepen and broaden and become more skillful and insightful of early childhood education, which the teachers found applicable to primary-grade teaching.
Updated: Nov. 29, 2021
The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Updated: May. 21, 2021