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Teacher Development最新文献

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A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs 牙买加托儿所从业人员自我识别的专业发展需求的定性检查和新兴理论
IF 1.2
Teacher Development Pub Date : 2023-09-07 DOI: 10.1080/13664530.2023.2248084
Zoyah Kinkead-Clark
{"title":"A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs","authors":"Zoyah Kinkead-Clark","doi":"10.1080/13664530.2023.2248084","DOIUrl":"https://doi.org/10.1080/13664530.2023.2248084","url":null,"abstract":"ABSTRACT In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet children’s needs, the provision of CPD also serves as the means by which nursery practitioners upgrade their competencies. This study presents the findings of a series of focus group discussions and workshop evaluations with 71 nursery workers to elicit their professional development needs. Thematic analysis revealed three dominant themes (planning for children, managing throughout the day and the curriculum). These findings enable an emerging theorization of caregivers’ CPD needs. This includes context-guided pedagogy, relevant and transferable to everyday life, and socially considerate professional development. Implications of the findings suggest greater support for nursery workers. Caregivers need to be involved in the planning of CPD. Additionally, the theorization enables a greater understanding of how caregivers learn and the factors which support their professional growth.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"597 - 612"},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41658000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them 在英国大学教师培训计划中嵌入认知洞察力：障碍及其克服方法
IF 1.2
Teacher Development Pub Date : 2023-09-01 DOI: 10.1080/13664530.2023.2236056
B. Billingsley, Fran Riga, Agnieszka J. Gordon, Mark Windsor
{"title":"Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them","authors":"B. Billingsley, Fran Riga, Agnieszka J. Gordon, Mark Windsor","doi":"10.1080/13664530.2023.2236056","DOIUrl":"https://doi.org/10.1080/13664530.2023.2236056","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45936048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Personal reflective diaries with group-friendly criticism: empowering pre-service teachers 个人反思日记与群体友好的批评:授权职前教师
IF 1.2
Teacher Development Pub Date : 2023-08-30 DOI: 10.1080/13664530.2023.2246929
Anat Abramovich, Hadas Huber
{"title":"Personal reflective diaries with group-friendly criticism: empowering pre-service teachers","authors":"Anat Abramovich, Hadas Huber","doi":"10.1080/13664530.2023.2246929","DOIUrl":"https://doi.org/10.1080/13664530.2023.2246929","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Who supported teachers during the COVID-19 lockdown? Online learning amidst a changing Polish educational system 新冠肺炎封锁期间，谁支持教师？波兰教育体系变化中的在线学习
IF 1.2
Teacher Development Pub Date : 2023-07-27 DOI: 10.1080/13664530.2023.2231900
M. Skura, Anna Steinhagen
{"title":"Who supported teachers during the COVID-19 lockdown? Online learning amidst a changing Polish educational system","authors":"M. Skura, Anna Steinhagen","doi":"10.1080/13664530.2023.2231900","DOIUrl":"https://doi.org/10.1080/13664530.2023.2231900","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement 可见学习:续作:综合了2100多项与成就相关的元分析
IF 1.2
Teacher Development Pub Date : 2023-07-26 DOI: 10.1080/13664530.2023.2237484
D. Yan
{"title":"Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement","authors":"D. Yan","doi":"10.1080/13664530.2023.2237484","DOIUrl":"https://doi.org/10.1080/13664530.2023.2237484","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"664 - 667"},"PeriodicalIF":1.2,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education 缺乏进步是分界线：指导教师对实习教育中师生情感挑战的看法
IF 1.2
Teacher Development Pub Date : 2023-07-04 DOI: 10.1080/13664530.2023.2229788
Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg
{"title":"Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education","authors":"Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg","doi":"10.1080/13664530.2023.2229788","DOIUrl":"https://doi.org/10.1080/13664530.2023.2229788","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47846532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professionalizing teachers through a co-design learning framework 通过共同设计的学习框架使教师专业化
IF 1.2
Teacher Development Pub Date : 2023-06-29 DOI: 10.1080/13664530.2023.2225485
A. Potvin, Alison G. Boardman, Karla Scornavacco
{"title":"Professionalizing teachers through a co-design learning framework","authors":"A. Potvin, Alison G. Boardman, Karla Scornavacco","doi":"10.1080/13664530.2023.2225485","DOIUrl":"https://doi.org/10.1080/13664530.2023.2225485","url":null,"abstract":"ABSTRACT Teachers are rarely included as partners in school reforms or in planning teacher supports to enact new initiatives. The authors explored co-design as a professional learning (PL) framework to support localized enactment of a high school language arts project-based learning (PBL) course. They examined aspects that facilitated or limited progress toward PBL goals within the co-design PL. Results suggest that productive PL requires teachers to be positioned as key members from the onset who feel they have agency in adapting and enacting curriculum. When teachers are not part of the decision-making, it is difficult to agree on the focus and invest in the shared work. Co-design facilitated the professionalization of teachers when teachers had agency, partners developed trust through vulnerability, and partners experienced small successes together. The authors share the Partnership Planning Tool that can be used to identify the complex interplay between partners to support positive change.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"630 - 646"},"PeriodicalIF":1.2,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42176673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education 教师是如何学会教国际学生的？国际职业教育中教师的非正式专业学习
IF 1.2
Teacher Development Pub Date : 2023-06-27 DOI: 10.1080/13664530.2023.2223548
L. Tran, Rinos Pasura
{"title":"How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education","authors":"L. Tran, Rinos Pasura","doi":"10.1080/13664530.2023.2223548","DOIUrl":"https://doi.org/10.1080/13664530.2023.2223548","url":null,"abstract":"ABSTRACT The majority of the literature in the field of international education focuses on the experiences of international students, while much less is known about how teachers learn to teach this cohort. Research on teachers’ informal professional learning and critical moments of growth in their endeavour to enhance the learning experiences of international students in the vocational education and training sector is even scarcer. This article responds to the dearth of existing literature. related to teachers’ professional learning in international vocational education It is based on a study that includes semi-structured interviews with 102 staff in Australian vocational education and training. The article uses positioning theory as a conceptual frame to analyse teachers’ narratives of informal professional learning relation to teaching international students. The findings show that teachers position international students as valuable resources contributing to their informal professional development. The study indicates that it is crucial for teachers’ on-the-job learning experiences to be factored into the broader policy frameworks concerning teacher professional development. The article provides the evidence base to inform the development of situated and targeted professional learning for teachers teaching international students.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"431 - 446"},"PeriodicalIF":1.2,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How university professors foster argumentation in their teaching processes and how their students respond. A case study 大学教授如何在教学过程中培养论证能力，以及学生如何应对。案例研究
IF 1.2
Teacher Development Pub Date : 2023-06-21 DOI: 10.1080/13664530.2023.2223186
Alicia Benarroch Benarroch, John Jairo Briceño Martínez
{"title":"How university professors foster argumentation in their teaching processes and how their students respond. A case study","authors":"Alicia Benarroch Benarroch, John Jairo Briceño Martínez","doi":"10.1080/13664530.2023.2223186","DOIUrl":"https://doi.org/10.1080/13664530.2023.2223186","url":null,"abstract":"ABSTRACT To strengthen the professional development of its science university professors with academic assignments in scientific careers, a Colombian higher education institution commissioned the design of a six-month training programme. The aim was to help professors change their teaching practices toward more student-centred models. The purpose of this study was to analyse the extent to which professors, through the design and development of argumentative activities, achieve argumentative participation among their students. The authors developed the cases with three professors, recorded the classroom dialogues and analysed them with the Atlas.ti 7.0 program. Frequencies of student participation and of professors promoting participation were estimated. Argumentative student participation takes time to develop. It is also observed that student participation is largely subordinated to what professors elicit from their students; therefore, there is a lack of student participation – whether argumentative or nonargumentative – if the professor cannot promote it.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"8 19","pages":"506 - 524"},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41311605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The role of a professional development program in improving primary teachers’ formative assessment literacy 专业发展计划在提高小学教师形成性评估素养中的作用
IF 1.2
Teacher Development Pub Date : 2023-06-21 DOI: 10.1080/13664530.2023.2223595
Ziqiu Li, Zi Yan, Kinnie Kin Yee Chan, Y. Zhan, Wuyuan Guo
{"title":"The role of a professional development program in improving primary teachers’ formative assessment literacy","authors":"Ziqiu Li, Zi Yan, Kinnie Kin Yee Chan, Y. Zhan, Wuyuan Guo","doi":"10.1080/13664530.2023.2223595","DOIUrl":"https://doi.org/10.1080/13664530.2023.2223595","url":null,"abstract":"ABSTRACT Successful implementation of formative assessment in classrooms relies on teachers’ formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the effectiveness of the program in developing teachers’ formative assessment literacy and how far the program assisted them in addressing the challenges they faced when implementing formative assessment in classrooms. With a mixed-method design, quantitative data were collected with a pre- and post-program survey (N = 27); qualitative data were collected with open-ended survey questions and a focus group with six participating teachers. The results provide evidence of the program’s success in developing teachers’ formative assessment literacy and equipping them with the necessary skills to address the challenges in implementation. The features of professional learning communities embedded in the program contributed to the positive impact of the program.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"447 - 467"},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49561986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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