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1.
Pan He 《International Journal of Leadership in Education》2017,20(6):717-732
In recent years, the role of school principals in providing leadership, and the impact of that leadership in promoting teacher professional development for building school capacity has attracted increasing attention worldwide. The study described in this paper explores the practices of leadership for promoting school-based teacher professional development (SBTPD) through a case study of a preschool in Hong Kong, the Special Administrative Region of China. The case study examines leadership and SBTPD. Semi-structured interviews were used for data collection. The research participants were the management team and teachers from the case study school. The findings of the study indicate that direction setting, communication and collaboration were associated with the practice of leadership for promoting SBTPD. We argue that teacher participation in decision-making is an important factor influencing the practice of leadership and its impact on SBTPD. There are implications for developing a critical awareness of the constraints that limit the extent to which SBTPD can be empowering in the hierarchical school structure in a Chinese educational context. 相似文献
2.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
3.
Current education reforms have increasingly advocated schools to create facilitative organizational conditions to promote teacher learning. However, limited research has examined the effects of different aspects of school organizational conditions on teacher professional learning in China. Using a sample of 339 primary and secondary school teachers in Shanghai, this study examined the effects of three aspects of school organizational conditions (i.e., learning-centered leadership, learning opportunities, and cultural barriers) on teacher professional learning in China, with a particular focus on the mediating role of teacher self-efficacy as an important psychological condition. The results showed that two aspects of school organizational conditions (i.e., learning-centered leadership and learning opportunities) had significant and positive effects on teacher learning. Teacher self-efficacy significantly mediated the effects of both learning-centered leadership and cultural barriers on teacher professional learning. Practical implications are also discussed. 相似文献
4.
Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expected to teach science using inquiry (Hanuscin et al. Science Education 95:145–167, 2010). Self-regulated learning microanalysis, which supports both instruction and assessment, can help teachers reflect on their learning processes. This technique may provide clues for teachers to improve strategies for learning and give information to professional development instructors to inform teacher professional development experiences. The purpose of this study was to examine self-regulatory learning cycles that fourteen elementary teachers experienced while engaged in learning about inquiry during a professional development. Results of this study showed that before the professional development, teachers reported low self-efficacy but high task value and perceived instrumentality for learning about inquiry. As the professional development progressed, teachers improved their goal setting skills, self-monitoring performance, and learning tactics. The self-regulated learning microanalysis revealed information not communicated in the professional development experience, which led to adaptation of the activities in real-time to meet the needs indicated on the self-regulated learning microanalysis reports. Measuring teacher learning processes allowed the professional development instructors to pinpoint difficulties and successes during the learning tasks, which aided in precise adaptation of experiences for teacher needs. 相似文献
5.
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
6.
Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. Qualitative analysis of 47 teacher portfolio reflections and 11 post-programme interviews investigated how EC and EXP teachers engaged in programme learning experiences to determine the ways that coursework influenced their professional growth. Differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently. Ongoing research to determine effective differentiated approaches toward professional development for both novice and EXP teachers remains a key area for teacher education research, most particularly with a goal of measuring the results of professional development on improving PK-12 student performance. 相似文献
7.
There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
8.
Consensus is growing that teacher leadership benefits teaching quality and student performance. Despite the recognition that teacher leadership contributes to teachers’ professional development, little is known about how it is developed and how teachers experience the transition to the teacher-leader role. This study explores the internal mechanisms underlying the transition to and formation of teachers’ professional identity as teacher leaders. It is based on 60 interviews: 41 teachers who were selected to participate in a leadership training programme, 10 principals and 19 teacher-leaders’ colleagues. The findings led to a model with four central components: (1) Overall professional identity; (2) The experience of ‘being chosen;’ (3) An internal meaning-making process; and (4) External forces. 相似文献
9.
Elson Szeto 《International Journal of Leadership in Education》2018,21(3):363-379
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed. 相似文献
10.
This study examines the routes via which transformational leadership, professional learning communities and teacher learning lead to more learner centred teaching practices. By means of structural equation modelling (path analysis with latent variables) a conceptual model was tested, using questionnaire data from 518 teachers in 95 Mozambican primary schools. The data analysis shows that the effect of transformational leadership on teaching practices is substantial but indirect, running via professional learning communities and teacher learning. All in all, the impact of professional learning communities on teaching practices is particularly strong. Its effect is both direct and indirect, running via teacher learning. The findings show the relevance of the concepts transformational leadership and professional learning communities in an African context. 相似文献
11.
《Teaching and Teacher Education》1994,10(6):617-631
This qualitative study proposes a model of the processes of attaining professional knowledge through which teachers develop strategies for getting comfortable with their image of themselves as an effective teacher. This is in itself a changing concept of effectiveness which has to be able to encompass dealing with professional uncertainty as a legitimate function of their role and not as a reflection of their inadequacies. The 12 experienced teachers in this case study preserved and built a sense of their own competence by developing a concept of professional practice which was both knowledgeable and malleable. The strategies they used to resolve professional uncertainty are described. In this case study, the NUD.IST computer software program was used to support the data analysis and interpretation. 相似文献
12.
ABSTRACTAlthough Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed. 相似文献
13.
A. De Juanas Oliva P. Fernández Lozano R. Martín del Pozo M. González Ballesteros E. Pesquero Franco E. Sánchez Martín 《欧洲师范教育杂志》2009,32(4):437-454
Taking as reference the proposals of the European Higher Education Area, the aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools (6–12 age group) consider to be important for their professional performance and which they use in their everyday teaching, and to what extent their university training prepared them for their practising professional development. To do this, an ad hoc instrument was devised and applied to experienced practising teachers and to teacher trainees who were on teacher training placements during the last semester of their course. The results of the study show that initial teacher training should deal in depth with the competencies related to the organisation and management of teaching–learning, the use of new technologies in the primary classroom, the involvement of the families, education in values, social skills and skills for working in professional groups. Finally, proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practising teachers. 相似文献
14.
This paper focuses on the extent to which mentoring relationships played a role in creating changes in the professional identity of seven preservice teachers. Semi-structured interviews, observations and reflective journals were used to document the changes experienced by participants as they went through their two placements during their one-year teacher education course. The data indicated that when the mentoring relationships were positive and expectations were met, preservice teachers felt more confident as a teacher. However, for some participants, who experienced a partially negative mentoring relationship, their confidence declined and they felt they did not improve. Implications for practice are discussed. 相似文献
15.
This study tested the relationship between principals’ learning-centered leadership and teacher professional learning in Iranian primary schools, with a focus on the mediating role of trust and knowledge sharing behavior. Survey data collected from 886 teachers in 121 primary schools, representing a range of socioeconomic status, distributed across three districts in the city of Mashhad. Data were analyzed using confirmatory factor analysis and structural equation modeling. The results illustrate significant path relationships between the constructs, linking learning-centered leadership with teacher professional learning. Learning-centered leadership directly influenced the professional learning of teachers, and such a relationship was fully mediated by the teachers’ trust and knowledge-based sharing behavior in these Iranian primary schools. These results provide evidence that principals can enhance teacher learning by emphasizing teaching and learning to develop trust among teachers and foster knowledge sharing. 相似文献
16.
Ruth Reynolds Peter Howley Erica Southgate Joanna Brown 《Asia-Pacific Journal of Teacher Education》2016,44(5):455-469
This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching. 相似文献
17.
China's national teacher honour system, initiated in 1949, is designed to recognise the academic and pedagogical performance of individual teachers and professional collectives at national, provincial, municipal, and school-based levels. This study employs grounded theory analysis to examine the phenomenon of China's teacher honour system by analysing documents, narrative stories of 11 award recipients and five non-recipients, and interviews with four government officials who manage the system. The paper discusses sociocultural aspects of this honour system by exploring the impact of three types of professional honours on teacher professional development. This system aims to balance government leadership in conferring honour with individual pursuit of professional development in one's local setting. Contextualised in a Confucian culture, the teachers immersed in this honour system benefit from collegial support in engaging in professional growth activities. Challenges with this system include the need to enhance teacher efficacy by engaging teachers in shaping the policy, as well as the possibility of political – rather than professional – criteria determining honour conferral, discouraging rigorous pursuit of professional growth. 相似文献
18.
Ann Nielsen 《School Leadership & Management》2016,36(2):221-245
Since the late 1980s there has been an increase of ‘second career teachers’ (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu’s concepts of power and cultural capital, the professional identities of teachers were examined through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership. 相似文献
19.
周耀威 《宁波教育学院学报》2013,15(1):83-85,102
依靠源自学校内部的力量而进行的持久的学校革新,应该采取不同于以往的革新方式;促成教师基于角色转型和职业生活方式改变的专业力量的兴起,是决定学校变革成败的关键因素。教师领导这一新的角色被视为教师增权、促进变革和教师专业社群建设的必然选择。教师领导意味着教师要成为促进学生学业发展的领导者,要推动其他教师改进教育教学实践,促进学校内部领导群体的形成。教师领导的途径包括"参与"、"互动"和致力于生成"合作文化"。 相似文献
20.
Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers (n = 236) completed a survey about several components of their identity (self-efficacy beliefs, motivation to become a teacher, affective commitment and perceived type of expertise) and general pedagogical beliefs (constructivist and direct transmission). Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the structure of teacher professional identity and its relevance for teaching. 相似文献