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Professional Development in Education最新文献

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Leading professional learning to navigate complexity 引领专业学习，驾驭复杂
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-12-05 DOI: 10.1080/19415257.2023.2277572
Philip Poekert, Fiona King
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引用次数: 0
Leading professional learning: resonance, reflections, and responsibilities 引领专业学习:共鸣、反思、责任
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-12-05 DOI: 10.1080/19415257.2023.2279859
Rachel Lofthouse
{"title":"Leading professional learning: resonance, reflections, and responsibilities","authors":"Rachel Lofthouse","doi":"10.1080/19415257.2023.2279859","DOIUrl":"https://doi.org/10.1080/19415257.2023.2279859","url":null,"abstract":"Published in Professional Development in Education (Vol. 49, No. 6, 2023)","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"63 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536180","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
Why does teacher learning vary in professional development? Accounting for organisational conditions 为什么教师学习在专业发展中有所不同?考虑组织条件
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-24 DOI: 10.1080/19415257.2023.2283433
Kathryn N. Hayes, Linda Preminger, Christine L. Bae
{"title":"Why does teacher learning vary in professional development? Accounting for organisational conditions","authors":"Kathryn N. Hayes, Linda Preminger, Christine L. Bae","doi":"10.1080/19415257.2023.2283433","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283433","url":null,"abstract":"Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teac...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536179","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
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE 阿联酋教育包容的教师专业发展创新模式评价
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-24 DOI: 10.1080/19415257.2023.2283421
Mandy Ewen, Anna Ferreira, Marlieke G.D. Helder
{"title":"Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE","authors":"Mandy Ewen, Anna Ferreira, Marlieke G.D. Helder","doi":"10.1080/19415257.2023.2283421","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283421","url":null,"abstract":"This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the pr...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536160","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 search for evidence-based features of effective teacher professional development: a critical analysis of the literature 寻找有效教师专业发展的循证特征:文献的批判性分析
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-20 DOI: 10.1080/19415257.2023.2283437
Christa S. C. Asterhan, Adam Lefstein
{"title":"The search for evidence-based features of effective teacher professional development: a critical analysis of the literature","authors":"Christa S. C. Asterhan, Adam Lefstein","doi":"10.1080/19415257.2023.2283437","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283437","url":null,"abstract":"Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"12 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541987","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 case of the model classroom: cognition and authenticity in teacher professional development 模范课堂案例:教师专业发展的认知与真实性
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-20 DOI: 10.1080/19415257.2023.2283434
Meghan Comstock, Jason Margolis
{"title":"The case of the model classroom: cognition and authenticity in teacher professional development","authors":"Meghan Comstock, Jason Margolis","doi":"10.1080/19415257.2023.2283434","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283434","url":null,"abstract":"A persistent challenge for teacher professional development is how to best support the translation of knowledge into practice. Building on scholarship that characterizes teacher learning as both a ...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"18 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536178","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
Teacher study groups as a collaborative platform for action research: an ecological perspective 教师学习小组作为行动研究的合作平台:生态学视角
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-19 DOI: 10.1080/19415257.2023.2283429
Serhat Başar, Irem Çomoğlu, Kenan Dikilitaş
{"title":"Teacher study groups as a collaborative platform for action research: an ecological perspective","authors":"Serhat Başar, Irem Çomoğlu, Kenan Dikilitaş","doi":"10.1080/19415257.2023.2283429","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283429","url":null,"abstract":"The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in t...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"18 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536158","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
Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities 教师持续专业发展(CPD)模式:一段充满矛盾、伦理困境和变革可能性的跨越之旅
IF 2.1 3区 教育学
Professional Development in Education Pub Date : 2023-11-17 DOI: 10.1080/19415257.2023.2283420
Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan, Tara Ryan
{"title":"Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities","authors":"Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan, Tara Ryan","doi":"10.1080/19415257.2023.2283420","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283420","url":null,"abstract":"Shulman (1989) argued how ‘outrageously complex’ teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing ...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"8 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541968","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
Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all 教师自我效能、包容和专业发展实践:为所有人营造一个学习环境
3区 教育学
Professional Development in Education Pub Date : 2023-10-26 DOI: 10.1080/19415257.2023.2267058
Stuart Woodcock, Ian Hardy
{"title":"Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all","authors":"Stuart Woodcock, Ian Hardy","doi":"10.1080/19415257.2023.2267058","DOIUrl":"https://doi.org/10.1080/19415257.2023.2267058","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"6 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908299","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
Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators 教师评价制度与专业学习。意大利学校校长和教师对多种数据和指标来源的见解
3区 教育学
Professional Development in Education Pub Date : 2023-10-24 DOI: 10.1080/19415257.2023.2266912
Loredana Perla, Laura Sara Agrati, Viviana Vinci, Patrizia Soleti
{"title":"Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators","authors":"Loredana Perla, Laura Sara Agrati, Viviana Vinci, Patrizia Soleti","doi":"10.1080/19415257.2023.2266912","DOIUrl":"https://doi.org/10.1080/19415257.2023.2266912","url":null,"abstract":"ABSTRACTThis paper explores school principals’ and teachers’ views of the Italian teachers’ appraisal system and related indicators. In particular, the research aimed at examining the opinions of school principals and teachers regarding the domains to be considered for teacher appraisal purposes. An investigation involving 37 school principals and 868 in service teachers, from three Italian regions, is presented. The data was collected through a questionnaire and statistically analysed. Findings suggest operationalising new data sources – specifically students and parent, - is beneficial to evaluate teacher quality as a construct in data-based professional learning communities. They show different positioning: teachers seem to be really inclined to be evaluated, especially by students and parents, while school principals still seem very cautious in entrusting the teachers’ appraisal to an external point of view. This paper adds to the existing research showing the perspective of a new teachers’ appraisal, inspired by multi-faceted models based on multiple points of view (students, parents, not only principals) and not reduced to simplistic solutions of an accounting type. Furthermore, the study answers the call for research into teachers’ appraisal as part of the professional learning actions and in view of more integrated professional leadership.KEYWORDS: Professional learningteacher’ appraisalindicators Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The number of textual occurrences is higher than the number of textual strings because some very long responses were coded with more than one label/category.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135316040","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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