Professional Development in Education最新文献_第9页

A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign 一个复杂的系统框架，用于检查以学校为基础的专业学习倡议的影响:协作课程重新设计中的新兴代理实践

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-05-27 DOI: 10.1080/19415257.2023.2217432

L. Sutherland, L. Markauskaite, Kenneth E Cruickshank

{"title":"A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign","authors":"L. Sutherland, L. Markauskaite, Kenneth E Cruickshank","doi":"10.1080/19415257.2023.2217432","DOIUrl":"https://doi.org/10.1080/19415257.2023.2217432","url":null,"abstract":"ABSTRACT It is difficult to identify direct causal relationships between school-based professional learning initiatives and changes in the participating teachers’ competencies or their students’ learning outcomes. This paper contributes a novel approach to examining the impact of such school-based professional learning by integrating the constructs of complex systems and agentic practice into how the processes in curriculum re-design contribute to professional learning outcomes. The paper first presents an integrated multilayered conceptual framework that combines perspectives on complex systems and agentic practices. Next, it outlines the main levels and aspects of the complex system that need to be considered when examining school-based professional learning initiatives. Then, using a case from a multi-school professional development initiative illustrates how this framework was applied to examine the impact of a professional learning initiative focused on a collaborative science curriculum redesign to support English Language Learners (ELLs). Analysing the agentic practices that emerged within and across different complex system levels provides a comprehensive insight into how the system, constraints or amplifies particular practices.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46713564","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

Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues 专业学习社区：从“我们必须去那里吗”到“老师们聚在一起成为同事”

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-05-16 DOI: 10.1080/19415257.2023.2212682

Heather McPherson, Anila Asghar

引用次数: 0

Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making 零食、肩膀和睡眠：影响教师专业发展决策的因素

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-05-13 DOI: 10.1080/19415257.2023.2212680

Jennifer Heckathorn, Sharon Dotger

引用次数: 0

Professional learning and development: fit for purpose in an age of crises? 专业学习和发展：是否适合危机时代的目标？

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-05-04 DOI: 10.1080/19415257.2023.2207332

H. Stevenson

引用次数: 2

Teachers’ creative, critical, and agentic professional learning in liminal spaces 教师在有限空间中的创造性、批判性和能动性专业学习

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-24 DOI: 10.1080/19415257.2023.2203171

Amanda French, Stephen Griffin, Louise Lambert

{"title":"Teachers’ creative, critical, and agentic professional learning in liminal spaces","authors":"Amanda French, Stephen Griffin, Louise Lambert","doi":"10.1080/19415257.2023.2203171","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203171","url":null,"abstract":"ABSTRACT This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master’s in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in linear, accelerated modes. This PL largely ignores the contested ideological spaces education inhabits, reducing opportunities for teachers to engage in situated, relational, exploratory work towards how, why or for whom educational values and practices are enacted. The data suggests that liminal PL spaces are characterised by fluidity and uncertainty, often productive of personal and professional change. Using one Master’s in Education course as an assemblage of liminal PL, where curriculum design and critical pedagogic approaches foreground socio-material and affective conditions, we argue that liminality can generate creative, critical, and agentic responses to knotty issues of education. We argue that liminal PL spaces need rigorous defending as shifts to regulated PL (e.g. the Early Career Framework in England) grow apace. Drawing on focus groups (n = 4 + 50), we pay attention to what teachers say mattered in their personal/professional learning. Our findings foreground non-linear, multiple ways of becoming teacher, and we further reflect upon affordances of liminal PL spaces.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"693 - 706"},"PeriodicalIF":2.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546355","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

Professional training of health professionals to work in schools with school integration programmes in chile: a mixed-methods analysis 在智利通过学校融合方案对卫生专业人员进行专业培训，以便在学校工作:混合方法分析

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-23 DOI: 10.1080/19415257.2023.2203721

Katherine Andrea Dinamarca‐Aravena

引用次数: 0

Negotiating frame disputes in teacher discourse: vignettes of accountability and opportunities for learning 教师话语中的谈判框架争议：问责制和学习机会的小插曲

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-21 DOI: 10.1080/19415257.2023.2203156

Ngee Derk Tiong

引用次数: 0

Transformative learning for racial justice: enacting radical change through professional development 种族正义的变革学习:通过专业发展实现彻底的变革

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-20 DOI: 10.1080/19415257.2023.2202681

Lindsay E. Romano, Quintin R. Bostic

引用次数: 0

Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development 未来社会的未来教师:通过基于问题的专业学习和发展转变教师专业精神

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-19 DOI: 10.1080/19415257.2023.2203173

Alison L. Milner, Antonia Scholkmann

{"title":"Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development","authors":"Alison L. Milner, Antonia Scholkmann","doi":"10.1080/19415257.2023.2203173","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203173","url":null,"abstract":"ABSTRACT Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and pedagogical practices could be transformative for learner experience and engagement in education and societal change, little policy attention has been given to teacher professional learning and development within this global vision for education. In this conceptual article, we explore the potentialities and limitations of problem-based learning (PBL) as a model of continuing professional development for teacher professionalism. Drawing on international scholarly research, we focus on five key PBL principles: problem identification, self-directed learning, group collaboration, critical reflection, and variation in PBL design; and assess how these might contribute to transformative change at the level of the profession, education, and wider society. Although there are distinct national political and institutional challenges associated with the implementation of PBL, we argue that this innovative pedagogical approach in higher education could be the future direction of teacher professional learning.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"739 - 751"},"PeriodicalIF":2.1,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789163","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

Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership 培养变化:使用拼贴和姿态来培养分布式领导的审美品质和能力的研讨会的过程和结果

IF 2.1 3区教育学

Professional Development in Education Pub Date : 2023-04-06 DOI: 10.1080/19415257.2023.2187432

Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts

{"title":"Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership","authors":"Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts","doi":"10.1080/19415257.2023.2187432","DOIUrl":"https://doi.org/10.1080/19415257.2023.2187432","url":null,"abstract":"ABSTRACT This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants’ future reflexive deliberations concerning their professional practice. Through enrihment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"600 - 619"},"PeriodicalIF":2.1,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823722","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