Journal of Professional Capital and Community最新文献

{"title":"Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India","authors":"Debyani Mukherjee Rawal","doi":"10.1108/jpcc-01-2024-0016","DOIUrl":"https://doi.org/10.1108/jpcc-01-2024-0016","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Almost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Primary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Enhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a d","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"49 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140832559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation and sustainability of student peer-led physical activity programs in a school community","authors":"Peggy Lockyer, Deidre Le Fevre, Mark Vickers","doi":"10.1108/jpcc-12-2023-0083","DOIUrl":"https://doi.org/10.1108/jpcc-12-2023-0083","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively implement and impact long term sustainability of a program within the school context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative case study examines the implementation of a new peer-led PA program introduced across eight New Zealand schools. Data were collected from semi-structured interviews with senior leaders, teachers and parents and analyzed through a complexity theory lens.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Effective and sustainable program implementation requires a strategic, collaborative approach through actively engaging with and resourcing four key interacting components: student choice, voice and agency; collective responsibility; shared understanding of purpose; and curriculum coherence.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research offers a pragmatic approach to developing collaborative school communities that can effectively implement change by highlighting key areas of focus that policymaker, school leaders and program designers can plan for.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"18 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study","authors":"Aisha Naz Ansari, Muhammad Mujtaba Asad","doi":"10.1108/jpcc-03-2023-0022","DOIUrl":"https://doi.org/10.1108/jpcc-03-2023-0022","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"48 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A model to support the development of professional capital in trainee teachers: a constructivist grounded theory","authors":"Sophie Cole, Richelle Duffy","doi":"10.1108/jpcc-04-2023-0028","DOIUrl":"https://doi.org/10.1108/jpcc-04-2023-0028","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"18 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140302059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An investigation of the dimensions of decisional capital for novice teachers","authors":"Olasunkanmi James Kehinde, Jeff Walls, Amanda Mayeaux, Allison Comeaux","doi":"10.1108/jpcc-10-2023-0067","DOIUrl":"https://doi.org/10.1108/jpcc-10-2023-0067","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"44 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits","authors":"Bethany R. Mather, Jeremy D. Visone","doi":"10.1108/jpcc-08-2023-0057","DOIUrl":"https://doi.org/10.1108/jpcc-08-2023-0057","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"211 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139482445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework","authors":"Tracy X.P. Zou, Dai Hounsell, Quentin A. Parker, Ben Y.B. Chan","doi":"10.1108/jpcc-03-2023-0021","DOIUrl":"https://doi.org/10.1108/jpcc-03-2023-0021","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"32 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138826047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis","authors":"Xin Zheng, Ying Luo","doi":"10.1108/jpcc-07-2023-0051","DOIUrl":"https://doi.org/10.1108/jpcc-07-2023-0051","url":null,"abstract":"PurposeWhilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.Design/methodology/approachThe sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.FindingsThe results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.Originality/valueThis research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"37 5","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education","authors":"Yaw Owusu-Agyeman","doi":"10.1108/jpcc-03-2023-0016","DOIUrl":"https://doi.org/10.1108/jpcc-03-2023-0016","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" 6","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138493721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Save a sinking ship: district-led school network governance to transform turnaround schools in Shanghai, China","authors":"Wangbei Ye","doi":"10.1108/jpcc-06-2023-0042","DOIUrl":"https://doi.org/10.1108/jpcc-06-2023-0042","url":null,"abstract":"Purpose This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China. Design/methodology/approach Qualitative case studies were conducted. Findings Findings showed that the C District government varied its power in initiating school networks; collaborative networks were developed but addressed local problems in a limited manner and collaborative networks had difficulties innovating to solve novel problems. Originality/value This article presents an “external-internal context” framework for understanding local government's role in school networks and turnaround school transformation in China.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"5 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135161301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}