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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
Female teacher identity and educational reform: perspectives from India 女教师身份与教育改革:来自印度的视角
IF 1.2
Teacher Development Pub Date : 2023-06-04 DOI: 10.1080/13664530.2023.2219645
M. Clarke, Jyoti Atwal, Deirdre Raftery, M. Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova, E. Regan
{"title":"Female teacher identity and educational reform: perspectives from India","authors":"M. Clarke, Jyoti Atwal, Deirdre Raftery, M. Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova, E. Regan","doi":"10.1080/13664530.2023.2219645","DOIUrl":"https://doi.org/10.1080/13664530.2023.2219645","url":null,"abstract":"ABSTRACT This article explores the ways in which female teachers negotiate their developing teacher identities and educational reform. It provides interesting data from the case of India that reflects female teacher identity and agency in the context of educational reform. Few studies specifically reference gendered responses to education reform; fewer still focus on how female teachers respond and act upon these reforms. It is argued that educational reform efforts in India should take into account female teachers’ lives and development. This small qualitative study explores through semi-structured interviews the emerging identities of eight female teachers who work in five different higher secondary schools in Chennai, Tamil Nadu. Their responses were analysed using the voice-centred relational approach. The findings point to the importance of understanding the different ways female teachers negotiate their developing teacher identities in response to the changing structural and cultural contexts in which they find themselves.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467220","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
What are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development? 小学教师在塑造可持续数学专业发展背景方面的政策经验是什么？
IF 1.2
Teacher Development Pub Date : 2023-06-02 DOI: 10.1080/13664530.2023.2216663
Evelyn Penfold
{"title":"What are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development?","authors":"Evelyn Penfold","doi":"10.1080/13664530.2023.2216663","DOIUrl":"https://doi.org/10.1080/13664530.2023.2216663","url":null,"abstract":"ABSTRACT The author explored the extent to which policy could be a source of sustainable professional development for elementary teachers’ mathematical knowledge for teaching. The study involved three policies in England: the National Numeracy Strategy and the Primary National Strategy, introduced in response to concerns regarding mathematics teaching and student attainment, and a new National Curriculum. Professional development was offered to support teachers in the processes of changing their practice. This article focuses on the responses of eight teachers who suggest that the National Numeracy Strategy and the Primary National Strategy were useful sources of mathematical knowledge for teaching. However, the 2013 National Curriculum, along with the teaching for mastery policy, show how the teachers’ professional development had been rooted in policy enactments and was temporal. The author discusses the need for sustainable professional development to facilitate teachers’ continuous enhancement of their mathematical knowledge for teaching within a changing policy landscape.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362875","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 effectiveness and challenges implementing a formative assessment professional development program 实施形成性评估专业发展计划的有效性和挑战
IF 1.2
Teacher Development Pub Date : 2023-05-28 DOI: 10.1080/13664530.2023.2210533
Fatlume Berisha, Eda Vula, R. Gisewhite, Hannah McDuffie
{"title":"The effectiveness and challenges implementing a formative assessment professional development program","authors":"Fatlume Berisha, Eda Vula, R. Gisewhite, Hannah McDuffie","doi":"10.1080/13664530.2023.2210533","DOIUrl":"https://doi.org/10.1080/13664530.2023.2210533","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774441","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
Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia 在亚美尼亚试点改革项目中探索教师的学习经验和专业发展方案的核心组成部分
IF 1.2
Teacher Development Pub Date : 2023-05-24 DOI: 10.1080/13664530.2023.2213678
Hasmik Kyureghyan
{"title":"Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia","authors":"Hasmik Kyureghyan","doi":"10.1080/13664530.2023.2213678","DOIUrl":"https://doi.org/10.1080/13664530.2023.2213678","url":null,"abstract":"ABSTRACT This article explores teachers’ self-reported learning experiences and core features of the teacher professional development (TPD) programme within a pilot reform project in Armenia. A qualitative exploratory methodology was employed, and the data were generated via survey and semi-structured interviews. Using inductive thematic analysis with elements of abductive reasoning, the study revealed three categories of teachers’ learning experiences: (i) development of new modes of learning, (ii) changes in instructional practices, and (iii) attitudinal changes. The study also identifies seven core components of the TPD: (i) active learning, (ii) mentoring, (iii) subject focus, (iv) engaging with and in research, (v) duration, (vi) engagement in the professional learning community, and (vii) collective participation that fostered teachers’ learning by providing new insights for designing and implementing TPD programmes. The data analysis shows evidence that the teachers’ learning experiences and the components of the TPD programme are interrelated, as most of the learning experiences were reflected in specific programme components.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811418","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
‘We felt transformed’: a mentoring program for university English teachers in China “我们感觉自己被改变了”:一个针对中国大学英语教师的辅导项目
IF 1.2
Teacher Development Pub Date : 2023-05-09 DOI: 10.1080/13664530.2023.2201926
Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang, Zhaoping Wang
{"title":"‘We felt transformed’: a mentoring program for university English teachers in China","authors":"Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang, Zhaoping Wang","doi":"10.1080/13664530.2023.2201926","DOIUrl":"https://doi.org/10.1080/13664530.2023.2201926","url":null,"abstract":"ABSTRACT This article explores a mentoring program for English language teachers at a university in China. At the end of the program, the teachers and mentor reported feeling transformed and set out to investigate what was transformative about their experiences by writing final reflections. Then, the teachers and mentor became the researchers, and using a case study approach, examined the reflections for mentions of change, noting themes that emerged. They also drew on other data sources in order to understand and describe these transformative elements. Four elements identified in the literature, reflection, ownership, collaboration, and personalization, emerged in a way that was customized to the group. Two additional elements also emerged, empowering encouragement and bridging the gap between theory and practice. Both the tweaking and adding of elements led to some lessons for teachers and mentors and the observation that the form of professional development is not as important as its transformative style.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44650227","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
Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US 脱颖而出，畅所欲言：探索美国STEM教师倡导活动中的赋权视角
IF 1.2
Teacher Development Pub Date : 2023-05-04 DOI: 10.1080/13664530.2023.2207095
R. Velasco, R. Hite, J. Milbourne, J. Gottlieb
{"title":"Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US","authors":"R. Velasco, R. Hite, J. Milbourne, J. Gottlieb","doi":"10.1080/13664530.2023.2207095","DOIUrl":"https://doi.org/10.1080/13664530.2023.2207095","url":null,"abstract":"ABSTRACT Science, technology, engineering, and mathematics (STEM) teachers need sources of empowerment to effectively guide education policy and continue to participate in advocacy-based activities. This study surveyed 208 STEM teachers on their acts of advocacy to advance STEM education. The question that guided this research was as follows: What are the underlying factors that contribute to STEM teachers’ advocacy activities in effecting change to STEM education policies? An exploratory factor analysis was conducted to determine underlying factors contributing to STEM teachers’ engagement in advocacy activities via the theoretical lens of empowerment. The findings revealed four factors that empowered their advocacy work: critical confrontations, political awareness, communicative voice, and policymaker influence. The data suggest that as sampled STEM teachers developed a critical consciousness, they were empowered to engage in critical conversations on issues of social justice, such as galvanizing efforts to make STEM education accessible to all students and equitable for diverse learners.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329335","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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