Professional Development in Education最新文献

{"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}

{"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}

{"title":"Principal preparation using a mixed theoretical and reflective approach: effects, benefits and guidelines","authors":"Laurien Coenen, Wouter Schelfhout","doi":"10.1080/19415257.2023.2264313","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264313","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/19415257.2023.2264313.Additional informationFundingThe work was supported by the Fonds Wetenschappelijk Onderzoek [G.0735.17N].","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759068","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":"Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention","authors":"Jacqui Patuawa, Claire Sinnema, Viviane Robinson, Tong Zhu","doi":"10.1080/19415257.2023.2264290","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264290","url":null,"abstract":"This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achievement of their target students. A theory and practice of collaborative problem-solving, which integrates deliberative problem-solving with interpersonal effectiveness, informed our intervention design. We used a concurrent, mixed-methods approach to identify, using the reports of teachers and leaders themselves, those features of the intervention design which explain the shifts in leaders’ and teachers’ behaviour and the consequent progress in reading achievement. The students’ reading achievement improved, on average, 22.8 months in 12 months, suggesting that well-planned and theorised leadership interventions can change leaders’ and teachers’ behaviour in ways that result in improved student outcomes.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855605","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":"Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs","authors":"Iksang Yoon, Roger D. Goddard","doi":"10.1080/19415257.2023.2264309","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264309","url":null,"abstract":"ABSTRACTThe purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy beliefs. Based on social cognitive theory and using the Teaching and Learning International Survey (TALIS) 2018 dataset, we confirmed that teacher self-efficacy beliefs significantly mediate the relation between PD quality and three indicators of instructional effectiveness – clarity of instruction, cognitive activation, and classroom management. Specifically, partial mediation was found for clarity of instruction and cognitive activation, while full mediation was found for classroom management. Our findings suggest that the relationship between PD quality and specific types of instructional practice is highly nuanced and mediated by teacher’ self-efficacy beliefs. We discuss the implications of our findings for theory, future research, and practice.KEYWORDS: Professional development qualityinstructional effectivenessteacher self-efficacystructural equation modellingmediation Disclosure statementThere are no relevant financial or non-financial competing interests to report.Notes1. This sample does not include teachers who are marked as ‘logically not applicable’ (e.g. those who did not participate in any PD activities during the past academic year) and ‘not administered’ (e.g. those who were not asked to complete this portion of the survey).2. While Cochran-Smith and Lytle (Citation1999) observed that the informal patterns of interaction and social discourse in which teachers engage within their communities of practice can also constitute a form of PD, we were only able to reflect formal PD activities of teachers given the measures available in the TALIS dataset.3. Because Mplus 8.1 cannot automatically conduct bootstrapping procedures with multiple imputed datasets simultaneously, we conducted the 1,000 bootstrapping procedures for each of the 20 imputed datasets separately and reported their average confidence intervals.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481356","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":"The role of experiences in the origin and development of theoretical and practical knowledge during teacher training","authors":"Jorge Chávez Rojas, Jaime Fauré Niñoles","doi":"10.1080/19415257.2023.2264293","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264293","url":null,"abstract":"ABSTRACTThe relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers’ engagement in educational activities. However, the question of where this knowledge comes from and how it develops over time has yet to be answered. As such, there is an enduring need to revisit this discussion in light of a series of works that address, from a socio-cultural perspective, the importance of the meanings associated with this knowledge. We propose that knowledge held by teachers arises and evolves as a consequence of the narrative construction of certain subjective learning experiences. These experiences enable the emergence of meanings associated with identity positions, facilitating or hindering alignment or fit between theoretical and practical knowledge.KEYWORDS: Cultural psychologypractical knowledgetheoretical knowledgesubjective experiences Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico [1220081].","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591324","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":"Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach","authors":"Iksang Yoon, Minjung Kim","doi":"10.1080/19415257.2023.2264296","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264296","url":null,"abstract":"ABSTRACTGiven the complex nature of teachers’ professional development (PD) processes, it is crucial to examine how various factors surrounding teachers are associated with the evaluation of their PD experience. By applying a machine-learning technique, least absolute shrinkage and selection operator (LASSO), we were able to include numerous factors in an integrated model to create a data-driven, parsimonious predictive model that is readily applicable. Using TALIS 2018 U.S. data (n = 2,418), we identified 16 important explanatory variables (out of 132 variables) in determining teachers’ positive perception on their PD. We found that teachers’ PD experience depends on multiple layers of factors such as features of PD activities (10 variables), teachers’ individual characteristics (four variables), and school organisational environments (two variables). Theoretical and practical implications are also discussed.KEYWORDS: Teacher professional developmentperceptions of teachersmachine learning techniqueLASSOTALIS Disclosure statementThere are no relevant financial or non-financial competing interests to report.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280531","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 leadership for teaching improvement in professional learning communities","authors":"Frida Grimm","doi":"10.1080/19415257.2023.2264286","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264286","url":null,"abstract":"Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter ‘first teachers’). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers’ learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280522","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":"School leader perception of control and professional learning decision-making influences","authors":"D Lynch, L Peddell, H McGuigan, R Willis, T Yeigh, T Marcoionni","doi":"10.1080/19415257.2023.2235595","DOIUrl":"https://doi.org/10.1080/19415257.2023.2235595","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878040","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 leadership collaborative: boundary-crossing spaces for teacher empowerment","authors":"Rebecca Buchanan, Tammy Mills, Bailey Edward, Ethan Mathieu, Miranda Snyder, Moriah Weitman, Carleen Goodsell, Kari Thurman","doi":"10.1080/19415257.2023.2251161","DOIUrl":"https://doi.org/10.1080/19415257.2023.2251161","url":null,"abstract":"ABSTRACT The cultivation of teacher leaders is key to addressing the intersecting and complex challenges the field of education faces. Over the past two years, we have participated in a group we call the Teacher Leadership Collaborative (TLC). The TLC is a community of educators - from preservice to highly experienced - committed to equity-oriented teaching and interested in creating change in their schools and communities. Rooted in a framework for teacher leadership that emphasises teacher inquiry, an expanded notion of teachers’ role, and an emphasis on social justice, the TLC has provided a generative setting for educators across the career span to process their experiences, name their challenges, and identify ways to enact equity-oriented change. Drawing on empirical data this article highlights the importance of expressions of craft conscience, boundary crossing and the elevation of teacher voice. The TLC is unique in its membership of cross-career educators from a variety of content areas and grade levels and demonstrates the possibilities of leadership for learning through reciprocal mentorship. To illustrate these findings we include embedded unit case examples - written by participating teachers that detail how participation in the TLC has empowered them and supported their development as educational leaders.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48142113","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}