Journal of Professional Capital and Community最新文献

{"title":"Teacher-student relationship and teaching styles in primary education: A model of analysis","authors":"María Eugenia Cardenal, Octavio Díaz-Santana, Sara M. González-Betancor","doi":"10.1108/jpcc-09-2022-0053","DOIUrl":"https://doi.org/10.1108/jpcc-09-2022-0053","url":null,"abstract":"PurposeThe teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.Design/methodology/approachA structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.FindingsTeacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).Originality/valueThe analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129530","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":"Intergenerational learning in private higher education institutions: strategies and factors of influence","authors":"R. Leon","doi":"10.1108/jpcc-02-2023-0009","DOIUrl":"https://doi.org/10.1108/jpcc-02-2023-0009","url":null,"abstract":"PurposeThis research aims to identify the most suitable intergenerational learning strategies for the private higher education institutions, using the analytic network process.Design/methodology/approachIn order to achieve this goal, two private higher education institutions from Curacao and Spain are analyzed. Data are collected based on a systematic literature review and Delphi studies and processed using the analytic network process.FindingsThe results show that teachers also learn at the workplace not only through the formal educational system but also through volunteering activities, mixed-aged teams, and mentoring, which are the most appropriate strategies for fostering intergenerational learning in the private higher education institutions. Besides, their selection is strongly influenced by institution's structural capital (namely, institutional policy, organizational culture, organizational memory) and by employees' psychological profile (such as interpersonal trust, knowledge self-efficiency, motivation).Originality/valueThis research helps the policymakers to prepare for the upcoming aging society by providing them with a viable tool for selecting the most suitable IGL strategy. Furthermore, it supports strategic thinking and scenario development by emphasizing how the situation could change if the importance of the individual and organizational factors varies.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830806","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":"Emotional capital in schools: principals' caring leadership as a moderator of the mediated association between emotional geographies and school climate","authors":"I. Berkovich","doi":"10.1108/jpcc-11-2022-0062","DOIUrl":"https://doi.org/10.1108/jpcc-11-2022-0062","url":null,"abstract":"PurposeThe caring leadership of principals is viewed as a professional method for utilizing emotional capital. The present study investigated the moderating relationship of caring leadership with the associations between emotional geographies, emotional distance and school climate.Design/methodology/approachData from a cross-sectional survey of 305 Israeli teachers working in public schools were used to investigate a model of moderated mediation.FindingsCaring leadership of principals moderates the association of emotional distance with school climate and is related to mediated associations between emotional geographies and school climate.Originality/valueThis is the first study to combine Hargreaves' theory of emotional geographies of schools with principals' caring leadership, providing insight on the role of school leadership in bridging fundamental gaps between key actors and treating crippling emotional dynamics.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43864383","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":"Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems","authors":"Anita Caduff, Marie Lockton, A. Daly, M. Rehm","doi":"10.1108/jpcc-10-2022-0058","DOIUrl":"https://doi.org/10.1108/jpcc-10-2022-0058","url":null,"abstract":"PurposeThe study analyzes how equity-focused knowledge brokers, working at different levels of the US education system, understand and discuss capacity building in education systems, such as schools, districts, state and local education agencies, to answer this research question: How do equity-focused knowledge brokers support capacity building in education systems?Design/methodology/approachSemi-structured interviews were conducted with five well-known equity-focused organizations that broker evidence-based knowledge and resources to educational systems, practitioners and policymakers. The research team members qualitatively analyzed 18 h of recordings, using their co-developed codebook based on the research questions and prior research on knowledge mobilization.FindingsFour strategies to build capacity within the educational systems were identified. Pursuing sustainable educational change, brokering organizations built capacity with context-specific strategies: (1) engaging various roles within educational systems, (2) fostering communities and partnerships, (3) supporting educators and policymakers’ agency and efficacy and (4) creating a wider culture of external support beyond the systems themselves.Originality/valueThis study shows how knowledge brokers employed context-specific strategies targeting whole systems instead of individuals to ensure that the organization and individuals within had the mindsets, capability, and conditions to engage with and adapt the brokered knowledge and resources. Findings build on existing literature showing how knowledge brokers build capacity through well-known approaches, such as workshops/training, online tutorials and other online resources.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48122981","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":"Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community","authors":"Yansi Hou, Shuangye Chen, Shulin Yu","doi":"10.1108/jpcc-03-2022-0020","DOIUrl":"https://doi.org/10.1108/jpcc-03-2022-0020","url":null,"abstract":"PurposeThe professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their professional development and emotions.Design/methodology/approachThe case study approach was adopted. Four participants were selected according to specific criteria, and two rounds of semi-structured interviews were conducted in five years to identify the conflicting parties, conflict types, coping strategies and resulting impact.FindingsLongitudinal qualitative data have revealed that female novice English language teaching (ELT) teachers mainly reported conflicts with their female colleagues. Goal, task and relationship conflict are the most common types of conflict encountered, while the strategies of avoiding, dominating and obliging are the most popular. This study also discusses the impacts of such conflict experiences.Originality/valueThis study identifies the influence of culture, particularly a culture of high power distance and an emphasis on “precious harmony”, on novice female teachers' conflict coping and offers insights into how conflict can be utilised to enhance novice teachers' professional development in the school professional learning community.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43854012","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":"Teacher professionalism: Chinese teachers' perspectives","authors":"Christopher W. Day, Alyson Simpson, Qiong Li, Yan Bi, Faye He","doi":"10.1108/jpcc-01-2022-0004","DOIUrl":"https://doi.org/10.1108/jpcc-01-2022-0004","url":null,"abstract":"PurposeThis study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.Design/methodology/approachThe research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.FindingsThe analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.Research limitations/implicationsThe authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.Practical implicationsThe practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical in","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904436","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":"Synthesizing as a power-laden facilitation practice in a networked improvement community","authors":"Carlos Sandoval","doi":"10.1108/jpcc-06-2022-0033","DOIUrl":"https://doi.org/10.1108/jpcc-06-2022-0033","url":null,"abstract":"PurposeThe purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement.Design/methodology/approachThis study is situated within a teacher preparation improvement network. Forty-four teacher educators from seven university-based teacher preparation programs participated in the network. Guided by practice theory (Feldman and Orlikowski, 2011), the author collected and analyzed network meetings and artifacts to unveil facilitation practices and their relation to power.FindingsSynthesizing emerged as a central facilitation practice. Facilitators' engagement in this practice produced power by constraining and enabling how network members participated. Finally, facilitators were systematically and advantageously positioned to prioritize some network members' perspectives while peripheralizing others'.Practical implicationsThis paper offers a concrete, detailed window into a core facilitation practice in a network and problematizes it to enable network leaders to be deliberate about facilitation decisions.Originality/valueFacilitation is a central component of effective networks (Rincón-Gallardo and Fullan, 2016) and is considered central to the work of networked improvement (Bryk et al., 2015), but there exists a dearth of research that offers insights into how facilitation comes to be enacted in practice. This study offers detailed insights into one such facilitation practice.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851957","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":"Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy","authors":"S. Tang, E. S. Lo, Fang-yin Yeh, M. Cheng","doi":"10.1108/jpcc-05-2022-0029","DOIUrl":"https://doi.org/10.1108/jpcc-05-2022-0029","url":null,"abstract":"PurposeThis study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.Design/methodology/approachThe study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.FindingsThe quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.Originality/valueThe paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828106","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":"Narrative encounters of pedagogic partnership, and the development of collegial capital in higher education","authors":"H. Mariaye, Mark Price, S. Ramasawmy, J. Melvin, Tejwant Mohabeer","doi":"10.1108/jpcc-02-2022-0011","DOIUrl":"https://doi.org/10.1108/jpcc-02-2022-0011","url":null,"abstract":"PurposeThe study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions: one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning.Design/methodology/approachThe inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives.FindingsThe narratives reveal three emergent themes: shared purpose, shared responsibility – through focus, routinised dialogue and concreteness; collective and individual risk-taking – through negotiated decision-making; and trust in self and in peers – through reciprocity, caring, duality and building on stable practices.Research limitations/implicationsThe data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection.Originality/valueThe paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47684313","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 a sense of collective efficacy influences teacher learning during change: the role of academic optimism and shared vision","authors":"Kristin Vanlommel, S. N. van den Boom-Muilenburg, Jan Thesingh, Èvi Kikken","doi":"10.1108/jpcc-03-2022-0018","DOIUrl":"https://doi.org/10.1108/jpcc-03-2022-0018","url":null,"abstract":"PurposeThe purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually confronted with. This learning is too often studied as a result of individual traits or structural factors, such as motivation or time. The authors investigated how teacher learning is influenced by academic optimism and shared vision.Design/methodology/approachThe authors administered an online web-based survey to 278 teachers in higher education, using the educational change to online learning due to the covid pandemic as a unique chance to study the role of collective cultural factors in teacher learning.FindingsResults showed how teachers characterized their learning, academic optimism and shared vision during the educational change to online learning resulting from the covid pandemic. The authors found that teacher learning was greatly influenced by teachers' collective sense of efficacy, an aspect of their academic optimism. Teachers' strong belief in each other, that they as fellow professionals could handle the challenging changes that the covid pandemic required, strongly enhanced teacher learning during the covid pandemic. Teachers' feeling of a professional community helped teacher to make sense of, and push through, the undeniable chaos that was the covid pandemic.Originality/valueCollective cultural factors are rarely studied in conjunction with educational change. Insights into how a collective culture of professionalism enhances or hinders teacher learning are important for theory, policy and practice as it helps understand how teacher teams can be supported to build their professional capital by learning from educational change.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45364701","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}