Professional Development in Education最新文献_第7页

Learning to see complexity: teachers designing amidst indeterminacy 学会看清复杂性：教师在不确定性中设计

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-09-05 DOI: 10.1080/19415257.2023.2253821

Melissa Warr, Punya Mishra

{"title":"Learning to see complexity: teachers designing amidst indeterminacy","authors":"Melissa Warr, Punya Mishra","doi":"10.1080/19415257.2023.2253821","DOIUrl":"https://doi.org/10.1080/19415257.2023.2253821","url":null,"abstract":"Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the responsive nature of their work; a designer develops their practice in response to a particular situation, adapting as it changes. Thus, a design lens is useful for navigating complexity in teacher learning and practice. As a designer, a teacher learns and practices in a classroom amidst complex nested systems. Design calls for seeing beyond traditional, linear practice; experimenting with new approaches; and adjusting those approaches in response to the situation’s feedback loops. In this article, we illustrate the relationship among complexity, design, and PL through examples from four teachers who participated in a design-centred PL program before and during the COVID-19 pandemic. The program aimed to support teachers in a creative design approach to address a problem of practice. Analysis highlighted that when teachers needed to learn and practice amidst complexity, it was difficult to see possibilities outside of traditional practice and to perceive feedback from the situation. Our analysis suggests that a focus on finding non-traditional approaches and listening to disruptive feedback might support teachers to learn and practice amidst complexity.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269562","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: 1

Professional learning and development: sustainability in education 专业学习与发展:教育的可持续性

3区教育学

Professional Development in Education Pub Date : 2023-09-03 DOI: 10.1080/19415257.2023.2259694

Marcel R. van der Klink

{"title":"Professional learning and development: sustainability in education","authors":"Marcel R. van der Klink","doi":"10.1080/19415257.2023.2259694","DOIUrl":"https://doi.org/10.1080/19415257.2023.2259694","url":null,"abstract":"Sustainability is a frequently discussed topic across various conversations, including in our journal. It refers to the ability of individuals, organisations and society to coexist over an extended period without negative repercussions, whether environmental, economic or social. While sustainability has a long-standing history, its significance has become particularly prominent since 2015, when the United Nations established the Sustainable Development Goals (SDGs) as drivers for global development until 2030. These seventeen goals cover every aspect of our society. Unsurprisingly, education is one of the focal points of these goals and is recognised as a powerful means to alleviate poverty, achieve justice and restore a balanced relationship with the natural world. At my university, sustainability has been incorporated on campus through various means, such as restoration facilities, heating systems and the use of sustainable materials for renovations. Furthermore, sustainability is set to extend beyond the physical infrastructure of our university, as it is among the top priorities for redesigning both undergraduate and postgraduate curricula in the years ahead. With sustainability knocking on the doors of our schools and universities, metaphorically speaking, there is momentum to reflect on how this may affect the field of teachers’ professional development. After all, sustainability is not restricted to the education of our pupils and students; it applies to all levels of education, including lifelong learning. And if education is recognised as a potent driver for change, teachers’ professional learning and development will become a fundamental pillar for achieving the desired transformation towards a more sustainable society (Hays and Reinders 2020). Without claiming to be exhaustive, I would like to share some thoughts on this topic that touch upon various aspects of sustainability.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949162","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

Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning 作为一种存在方式的探究：一个实用的框架，支持领导者接受复杂的专业学习并为有意义的专业学习创造条件

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-08-29 DOI: 10.1080/19415257.2023.2251122

E. Milton, A. Morgan

{"title":"Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning","authors":"E. Milton, A. Morgan","doi":"10.1080/19415257.2023.2251122","DOIUrl":"https://doi.org/10.1080/19415257.2023.2251122","url":null,"abstract":"ABSTRACT There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high-quality professional learning and what makes an excellent environment in which to learn. This literature informed and spoke to the sense-making of our experiences of working directly with school leaders in Wales to adopt and promote enquiry as a way of being to support the professional learning of their staff. It examines the complex nature of meaningful professional learning and the culture and conditions leaders need to create to successfully enable the professional growth and expertise of their staff. This paper presents a rationale for why leaders should adopt, promote and grow cultures that value enquiry as a way of being. It outlines key considerations and understandings that can empower school leaders to create the necessary culture and conditions for impactful professional learning. It also provides a practical framework to support leaders in developing contextualised, sustained and meaningful professional learning to nurture enquiry as a way of being. We highlight how leadership practice which fails to model these ways of working authentically presents the danger of staff disillusionment and disengagement with professional learning more broadly.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42632554","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

Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education 利用专业学习促进分散领导和公平发言权，提高幼儿教育质量

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-08-29 DOI: 10.1080/19415257.2023.2238731

Mary E. Bratsch-Hines, Danielle Pico, Theresa Loch, Karen Osarenkhoe, Ronald Viafore, Matt Faiello, Paige C. Pullen

{"title":"Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education","authors":"Mary E. Bratsch-Hines, Danielle Pico, Theresa Loch, Karen Osarenkhoe, Ronald Viafore, Matt Faiello, Paige C. Pullen","doi":"10.1080/19415257.2023.2238731","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238731","url":null,"abstract":"ABSTRACT High-quality early childhood education (ECE) can improve children’s educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare closures further intensifying complexities. One solution to improve ECE working conditions is to use a distributed leadership framework to create professional learning opportunities that enhance staff interactions and equity of voice (staff input/investment). Limited research has explored this approach in relation to key outcomes like staff satisfaction, staff retention and classroom quality. The current study filled this gap by examining a job-embedded professional development initiative in the United States, Flamingo Early Learning (FEL). Using a distributive leadership framework, FEL was implemented in two cohorts of 18 ECE programme and 416 educators. Quantitative analyses of FEL online course data from 108 educators showed improvement in content knowledge. Classroom observation data from 64 educators revealed enhanced teacher-child interaction quality. Qualitative analyses of focus groups with 17 educators highlighted increased equity of voice, barriers to achieving the initiative’s goals and lingering effects of COVID-19. Findings were further examined in relation to staff role. Recommendations include using policy-driven initiatives to iteratively develop and evaluate professional learning models that promote distributed leadership and thereby greater ECE educator empowerment, satisfaction and practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43950340","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

Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs 浙江省K-12教师纵向选课面板数据分析（2014-2020）——在职培训需求的综合研究

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-08-22 DOI: 10.1080/19415257.2023.2241874

Yi Liu, Yajun Yan, Huixian Xia, Kun Sun

引用次数: 0

A pragmatic meta-model to navigate complexity in teachers’ professional Learning 驾驭教师专业学习复杂性的语用元模型

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-08-21 DOI: 10.1080/19415257.2023.2248478

F. King, Philip E. Poekert, Takeshia Pierre

引用次数: 0

The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’ 局外人:作为“知识渊博的他者”，对学校“领导”专业学习的复杂性有更深的理解

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-08-02 DOI: 10.1080/19415257.2023.2238742

Usama Darwish, C. Davies, C. Goodley, L. Hammersley-Fletcher

{"title":"The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’","authors":"Usama Darwish, C. Davies, C. Goodley, L. Hammersley-Fletcher","doi":"10.1080/19415257.2023.2238742","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238742","url":null,"abstract":"ABSTRACT This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role as ‘outsiders’ had on developing teacher agency and teacher/leader identity, and how leadership for professional learning (LfPL) emerged through these research activities. Our research sites were a Multi-Academy Trust (MAT) and a Teaching School Alliance (TSA) in England. Ethnographic data were collected over a three-year period. Significantly, our approach to understanding the complexity of these learning contexts draws upon socio-cultural theory, particularly Figured Worlds to construct understandings of PL within an identity and agency framework. Further, it utilises the Bakhtinian concept of outsideness to theorise how knowledge is mobilised through these collaborations. This approach offers novel insights for conceptualising LfPL as the intra-actions and practices of our research participants as they mediate our entangled PL spaces as leaders, teachers and researchers, together with developing understandings of the complexity of academic positionality as ‘the more knowledgeable other’ among those who are actually in the know.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46252889","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

Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities 领导变革性专业学习，促进教师教育的包容性：来自在线和现场学习社区的经验教训

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-07-27 DOI: 10.1080/19415257.2023.2238717

A. Brennan, Alan Gorman

{"title":"Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities","authors":"A. Brennan, Alan Gorman","doi":"10.1080/19415257.2023.2238717","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238717","url":null,"abstract":"ABSTRACT Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants’ beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a ‘safe space’ which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600034","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: 1

A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions 全球南方教师PLC实证研究文献综述：证据、启示和方向

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-07-26 DOI: 10.1080/19415257.2023.2238728

D. Nguyen, E. Boeren, Srabani Maitra, S. Cabus

引用次数: 0

Teacher professionalism towards transformative education: insights from a literature review 面向变革教育的教师专业化:来自文献综述的见解

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-07-24 DOI: 10.1080/19415257.2023.2235572

Amélia Lopes, Assunção Folque, M. Marta, Rita Tavares de Sousa

引用次数: 0