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Professional Development in Education最新文献

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Reviewing the past and considering the present to inform the future of professional learning 回顾过去，思考现在，为专业学习的未来提供依据
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-09-18 DOI: 10.1080/19415257.2024.2395667
Sue Swaffield
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引用次数: 0
Beyond tick boxes: re-imagining education for sustainable development in higher education 超越勾选框：重新认识高等教育中的可持续发展教育
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-28 DOI: 10.1080/19415257.2024.2394879
Helen Young
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引用次数: 0
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning? 没有时间 "投入"：我们能让控制教师专业学习的滴答作响的时钟安静下来吗？
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-19 DOI: 10.1080/19415257.2024.2390880
Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch
{"title":"No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?","authors":"Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch","doi":"10.1080/19415257.2024.2390880","DOIUrl":"https://doi.org/10.1080/19415257.2024.2390880","url":null,"abstract":"Studies conducted on teacher professional development over the last few decades have proposed reflective learning as a means to add depth and quality to teachers’ professional learning process. Thi...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182548","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}
引用次数: 0
Priorities and possibilities for teacher professional learning in a (post)COVID-19 era 后 COVID-19 时代教师专业学习的优先事项和可能性
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-18 DOI: 10.1080/19415257.2024.2374334
Pamela Osmond-Johnson, Trudy Keil, Hosna Tayebianvar, Nadiya Ekhteraeetoussi
{"title":"Priorities and possibilities for teacher professional learning in a (post)COVID-19 era","authors":"Pamela Osmond-Johnson, Trudy Keil, Hosna Tayebianvar, Nadiya Ekhteraeetoussi","doi":"10.1080/19415257.2024.2374334","DOIUrl":"https://doi.org/10.1080/19415257.2024.2374334","url":null,"abstract":"This paper aims to strengthen understandings of both the current status of and future directions around teacher professional learning in Canada. Bearing in mind the significant shifts in teacher pr...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"52 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182549","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}
引用次数: 0
Facilitating professional development in teacher learning groups: development and validation of the ‘value creation questionnaire’ 促进教师学习小组的专业发展："价值创造问卷 "的开发与验证
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-18 DOI: 10.1080/19415257.2024.2390881
Emmy Vrieling-Teunter, Lars de Vreugd, Femke Nijland, Anouke Bakx, Marjan Vermeulen
{"title":"Facilitating professional development in teacher learning groups: development and validation of the ‘value creation questionnaire’","authors":"Emmy Vrieling-Teunter, Lars de Vreugd, Femke Nijland, Anouke Bakx, Marjan Vermeulen","doi":"10.1080/19415257.2024.2390881","DOIUrl":"https://doi.org/10.1080/19415257.2024.2390881","url":null,"abstract":"Increasingly, teacher learning groups (TLGs) are considered valuable for teachers’ professional development. In TLGs, (student) teachers and teacher educators learn collectively through social inte...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227522","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}
引用次数: 0
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions 早期职业研究人员面临的挑战和机遇：利用实践架构理论解读有利条件和限制条件
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-13 DOI: 10.1080/19415257.2024.2386661
Kathleen Smithers, Leanne Gibbs
{"title":"Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions","authors":"Kathleen Smithers, Leanne Gibbs","doi":"10.1080/19415257.2024.2386661","DOIUrl":"https://doi.org/10.1080/19415257.2024.2386661","url":null,"abstract":"Globally, there are growing examinations of what it means to be ‘early career’ in contemporary academia. Across international contexts, the experiences of early career researchers appear to be simi...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182550","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}
引用次数: 0
What makes professional teacher development in universities effective? Lessons from an international systematised review 大学教师专业发展的有效途径是什么？国际系统化审查的启示
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-08-07 DOI: 10.1080/19415257.2024.2386666
Bethany Smith, Lynne Wyness
{"title":"What makes professional teacher development in universities effective? Lessons from an international systematised review","authors":"Bethany Smith, Lynne Wyness","doi":"10.1080/19415257.2024.2386666","DOIUrl":"https://doi.org/10.1080/19415257.2024.2386666","url":null,"abstract":"The professional development landscape for university teachers has shifted from focusing solely on self-development, to maximising engagement with activities that are developmental, on-going and sy...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"200 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945354","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}
引用次数: 0
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development 对负担能力的感知；建立教师注意、专业知识和发展的生态互动模式
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-07-20 DOI: 10.1080/19415257.2024.2374340
Edmund Aspbury-Miyanishi
{"title":"The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development","authors":"Edmund Aspbury-Miyanishi","doi":"10.1080/19415257.2024.2374340","DOIUrl":"https://doi.org/10.1080/19415257.2024.2374340","url":null,"abstract":"This article builds on nascent ecological approaches to teacher noticing by drawing on the ecological psychology and enactivist concept of ‘affordance’ – meaning opportunity for action – and offers...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"166 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782378","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}
引用次数: 0
Schools that learn to improve student learning: the effectiveness of schools as PLCs 通过学习改善学生学习的学校：学校 PLC 的有效性
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-07-04 DOI: 10.1080/19415257.2024.2368858
Angelo Paletta
{"title":"Schools that learn to improve student learning: the effectiveness of schools as PLCs","authors":"Angelo Paletta","doi":"10.1080/19415257.2024.2368858","DOIUrl":"https://doi.org/10.1080/19415257.2024.2368858","url":null,"abstract":"This paper studies the effectiveness of schools as Professional Learning Communities (PLCs). Specifically, it explores whether schools, as perceived by principals to meet the defining characteristi...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609106","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}
引用次数: 0
Documenting teachers’ motivation for professional learning: a systematic review 记录教师专业学习的动机：系统回顾
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2024-07-04 DOI: 10.1080/19415257.2024.2374332
Kristabel Stark, Robin Sayers, Emma Angell
{"title":"Documenting teachers’ motivation for professional learning: a systematic review","authors":"Kristabel Stark, Robin Sayers, Emma Angell","doi":"10.1080/19415257.2024.2374332","DOIUrl":"https://doi.org/10.1080/19415257.2024.2374332","url":null,"abstract":"Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To ...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"41 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141576522","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}
引用次数: 0
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