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1.
Elaine Hall 《Teachers and Teaching》2013,19(6):669-681
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher education and professional development. This paper draws on the Learning to Learn Phase 3 Evaluation, a three‐year‐action research project in which teachers in primary and secondary schools across the UK completed three cycles of practitioner inquiry to explore tools, pedagogies and other innovations which would promote dispositions of ‘learning to learn’ (L2L). The paper focuses on identifying those aspects of being involved in L2L that support teachers’ learning and the way that the teachers themselves understand the impact on their professional development. Data from over 60 semi‐structured interviews undertaken over the three years of the project, the case study reports compiled by teachers at the end of each year of the project and collaborative workshops involving teachers and university researchers as co‐inquirers are used to explore teachers’ learning. Qualitative methods are used to develop a thematic analysis of the interviews, case studies and the teachers’ understanding of the relationships between inquiry, research and continuing professional development (CPD) in order to identify categories and generate key concepts that can inform a theoretical understanding of the impact of professional inquiry on teachers’ learning. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed. 相似文献
2.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. 相似文献
3.
Ana Maria Forte 《欧洲师范教育杂志》2014,37(1):91-105
This article reports on findings from research aimed at investigating teacher collaboration and professional development in the workplace. It draws upon a broader study carried out in a school in Northern Portugal. Data were collected through questionnaires, semi-structured interviews and written reflective accounts. In total, 80 teachers participated in phase 1, 11 key informants participated in phase 2 and 10 teachers participated in an intervention/training project (phase 3). Findings suggest that problems and limitations in relation to collaborative work are situated at the organisational level, such as time and working conditions. Lack of training in collaboration, and issues such as motivation and personal difficulties, also emerged from the data. Teachers tend to stress the importance of interpersonal relationships at school, but they also identified formal meetings when they described the contexts and opportunities to work collaboratively in the workplace, namely department meetings and projects driven by central government or school administration initiatives. Implications for teacher collaboration and professional development are discussed. 相似文献
4.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献
5.
Siebrich de Vries Wim J.C.M. van de Grift Ellen P.W.A. Jansen 《Teachers and Teaching》2013,19(3):338-357
Teachers’ continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers’ participation in CPD, the effects of teachers’ beliefs have received limited attention, despite their strong influences on people’s working and learning. Teachers’ beliefs about learning and teaching in particular influence their teaching practices. Does a comparable relationship exist between these beliefs and teachers’ own learning or participation in CPD? To explore this relationship, 260 Dutch secondary school teachers completed a survey that focused on the teachers’ student-oriented and subject matter-oriented beliefs, as well as on teachers’ updating, reflective and collaborative activities. Because teachers’ characteristics reflect both belief dimensions, this study relied on cluster analysis, which revealed three distinct belief profiles. These results indicated that teachers’ beliefs about learning and teaching relate to their participation in CPD: the more a teacher’s profile is student oriented and subject matter oriented, the higher his or her participation in CPD. The results have implications for enhancing teachers’ reflections on their beliefs about learning and teaching, in conjunction with participation in CPD. 相似文献
6.
ABSTRACTThis paper offers a practitioner's view of how continuing professional development (CPD) can help raise achievement in schools. It is one of four papers in this issue linked to a research project in Stoke-on-Trent seeking to raise attainment in schools in deprived communicates. Based on over 20 years’ experience working in and with different schools in the UK, this paper frames a head teacher's perspective, outlining seven strategies she believes are key to improving school performance. These strategies are providing CPD opportunities to all staff rather than just those involved in teaching, planning CPD activities in the light of school development priorities, mentoring and coaching between staff, forming inter-school networks and partnerships, team teaching, peer review and continual assessment of CPD impact. 相似文献
7.
Teachers learning how to learn 总被引：1，自引：0，他引：1
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. Quantitative data were collected using teacher and pupil questionnaires, and qualitative data came from interviews with head teachers, school project co-ordinators and a sub-sample of classroom teachers. Some teachers were also observed and video-recorded. External constraints made it difficult for teachers to promote pupils' learning autonomy, unless they fundamentally changed the nature of classroom tasks and climate. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. However, to be successful, this needed to be supported by school management and leadership. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils. Teacher learning through networking within their schools, and with other teachers in other schools, was also shown to be important. 相似文献
8.
The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred
following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers
who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both
before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional
consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study
addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged
from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and
the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated
that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’
organizational culture at the end of the project, whereas the teachers from the other district indicated either no change,
or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’
data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external
consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing
the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why
the teachers from the two districts differed in their reactions to the project. 相似文献
9.
在教师发展领域,基于原有的教师“专业发展(PD)”“持续/连续专业发展(CPD)”,戴杰思教授进一步提出并强调教师“持续专业学习与发展(CPLD)”的概念。他认为,CPLD项目本质上是对教师实施的系列干预活动,主要是通过有意识地为教师提供有价值的学习内容和发展机会,促进教师的专业成长,从而实现学校的积极变革和可持续发展。在CPLD项目的设计和实施过程中,要重视教师的内因作用,特别是他们的情绪韧性;同时,学校在开展CPLD项目过程中,需要从四个方面保障其有效性,即正确认识教师学习的本质与改变、重视教师专业性、提升学校领导层重视度、创建专业学习共同体。由于教师工作的复杂性,CPLD项目实施效果的测量和评估需通过构建长期、多视角立体式的测评模式探索其有效的路径和方法。 相似文献
10.
During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are related to a specific innovation, little is known about how teachers learn within the different collaborative settings that emerge out of their teaching work. The aim of this exploratory study was to gain deeper insight into collaborative teacher learning during regular work at primary schools. Collaborative teacher learning was investigated within multiple settings, taking into account both the undertaken learning activities by teachers and the learning outcomes. Teacher and principal perceptions were collected through semi-structured interviews that were conducted with two teachers and one principal per school, including seven primary schools. Results show that teacher learning occurred within different collaborative settings in schools, however, with different degrees of intensity and outcomes across these various settings. Thus, depending on the collaborative setting, more or less different learning activities and learning outcomes were reported by teachers and principals. The results suggest that high quality team meetings can be a powerful context for teacher learning. 相似文献
11.
Marie Brown Ana Macatangay 《International Journal of Research & Method in Education》2013,36(1):35-45
Teacher professional development has come to be recognised as a major policy tool as part of the UK Government's agenda for raising standards and school improvement. These demands call for new approaches to professional development. We need to reconceptualise what teachers learn while at work as professional development which can complement direct work with children. The study reported on in this article is an attempt to investigate the impact of teacher inquiry as part of an action research project on three teachers involved in the North West Consortium for the Study of Effectiveness in Urban Schools (NWCSEUS). This was a partnership of schools, Manchester and Salford local education authorities, the University of Manchester and Manchester Metropolitan University set up with the intention of establishing a research culture in schools in order to improve practice and raise teaching standards. The aim of this particular study was to undertake a critical analysis of the impact of the NWCSEUS project on three teachers’ professional development as well as to provide relevant information on the critical components of teacher inquiry. Using the methodology of a multiple‐case design, a cross‐case analysis was drawn up NUD*IST software was used to aid analysis and category development. The teachers reported on demonstrated the positive impact that teacher inquiry can have on both individual teachers and the school as a whole, as through a teacher inquiry culture, schools can become learning environments where teachers continuously plan and evaluate for school improvement and effectiveness. 相似文献
12.
The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school. 相似文献
13.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
14.
Rachel Wolkenhauer Ashley Pennypacker Hill Nancy Fichtman Dana Marisa Stukey 《The New Educator》2017,13(2):117-136
ABSTRACTThis reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example. 相似文献
15.
Gerry Jeffers 《Irish Educational Studies》2013,32(2):187-206
Facilitating schools to develop more collaborative cultures is seen as one of the major challenges in promoting teachers’ continuing professional development. This article recounts how a fifteen-month project designed to promote greater collegial learning and professional development emerged and developed within one school. Evidence suggests that a model that is voluntary and that involves teachers observing each other's classrooms and sharing insights is both effective and sustainable. Trust, supportive school leadership and external facilitation are also identified as important components in the realization of this model of teacher development. 相似文献
16.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献
17.
This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported. 相似文献
18.
ABSTRACTThis article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC) project and studied at the University of Windsor. These teachers conducted classroom observation in Canadian schools from 2010 to 2016. The research study explores changes in Chinese teacher candidates’ beliefs about their professional life, which was promoted by the project, inspired by the Teachers’ Change Model proposed by F. A. J. Korthagen and based on the concept of Reciprocal Learning as collaborative partnerships between and among cultures. A two-stage research design was guided by the Grounded Theory approach (Charmaz, 2006). The findings reveal that the reciprocal learning project created an environment, which was conducive to exchange teacher candidates’ professional development and especially introduced new perspectives to teachers’ understanding of their profession in four areas: 1) teaching, 2) learning, 3) researching and academic writing and 4) professional social life. 相似文献
19.
Colette Murphy Peter Neil Jim Beggs 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):415-430
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively. Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools. Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives. Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004. Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science. Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not. 相似文献
20.
张玉梅 《沈阳教育学院学报》2008,10(3):108-110
从学校内涵建设必须依赖于教师的发展入手,论述了教师发展与学校内涵建设的关系。指出教师的发展必须有学校发展的支撑,学校的发展必须以教师的发展为重心,学校要为教师的发展提供舞台,教师要为学校的发展做出努力。提出了通过探索教育规律,完善教育模式,启动名师工程,制定教师的长远发展规划,建立科学的教师评价体系,促进教师专业发展等具体措施,构建“教师—学校”互动发展的平台。 相似文献