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1.
During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are related to a specific innovation, little is known about how teachers learn within the different collaborative settings that emerge out of their teaching work. The aim of this exploratory study was to gain deeper insight into collaborative teacher learning during regular work at primary schools. Collaborative teacher learning was investigated within multiple settings, taking into account both the undertaken learning activities by teachers and the learning outcomes. Teacher and principal perceptions were collected through semi-structured interviews that were conducted with two teachers and one principal per school, including seven primary schools. Results show that teacher learning occurred within different collaborative settings in schools, however, with different degrees of intensity and outcomes across these various settings. Thus, depending on the collaborative setting, more or less different learning activities and learning outcomes were reported by teachers and principals. The results suggest that high quality team meetings can be a powerful context for teacher learning. 相似文献
2.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
3.
This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains (‘what’), their preferred learning activities (‘how’), and their reasons to learn about a selection of learning domains (‘why’). In regression analyses we tested for linear and non-linear relationships between teachers' teaching experience with their self-directed learning. Early- and late-career teachers showed higher preferences compared to mid-career teachers to learn about classroom management domains. 相似文献
4.
How do teachers learn in the workplace? An examination of teacher learning activities 总被引：1，自引：1，他引：0
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine‐tuning of the concepts of ‘involvement of colleagues’ and ‘experimentation’ in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed. 相似文献
5.
Although research on teacher collaboration has proliferated in the last few decades, scant attention has been paid to the development of teacher collaboration in school contexts. Informed by the perspective of complexity theory, this study investigates the complex process of teacher collaboration through qualitative interviews in an English teaching research group (TRG) in a secondary school in China. The findings reveal three distinct stages in the development of teacher collaboration, labeled as ‘breaking the ice’, ‘everything is out of control’ and ‘learning how to collaborate through collaboration’. The study shows that teacher collaboration is an adaptive, complex system that evolves through internal self-organization and interaction with external stakeholders and systems, such as school management and university researchers. The study provides useful insights into the ways of facilitating and sustaining teachers’ collaborative practices to enhance school effectiveness and improvement in specific educational contexts. 相似文献
6.
《Teaching and Teacher Education》2001,17(1):75-88
This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. 相似文献
7.
Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
8.
ABSTRACTThis study investigated two science teachers’ meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers’ ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students’ ability to incorporate their understanding of scientific knowledge into scientific argumentation. 相似文献
9.
This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning. 相似文献
10.
ANTHONY FEILER JANE ANDREWS PAMELA GREENHOUGH MARTIN HUGHES DAVID JOHNSON MARY SCANLAN WAN CHING YEE 《Support for Learning》2008,23(1):12-18
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ). 相似文献
11.
While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献
12.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom. 相似文献
13.
AbstractSTEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers’ STEM roles and professional development through participation in outreach activities is limited. This paper explores teachers’ views of STEM activities, how they understand their role as primary facilitators and the impact of their STEM engagement on their professional development. STEM outreach provides distinct opportunities for situated and dialogic learning. STEM teachers’ effectiveness in engaging students by demonstrating the importance and relevance of STEM subjects in the real world and engaging captivating STEM outreach partners not only supports students learning but also enhances their opportunities to develop their knowledge and skills. Semi structured interviews were conducted with eleven teachers from six different schools in the West Midlands, United Kingdom. The data reveals STEM facilitators become the ‘face’ of STEM to their pupils. The expertise, knowledge and partnerships STEM facilitators develop, broadens their capacity to deliver teaching imbued with real world applications and improve students’ understanding of the range of new and upcoming careers available. Most importantly, participating in STEM outreach activities help teachers maintain and reinforce their own sense of identity as STEM professionals. Outreach activities provide opportunities for teachers to interact with leading scientists and obtain exposure to cutting-edge research. 相似文献
14.
Anna Du Plessis Annemaree Carroll Robyn M. Gillies 《Asia-Pacific Journal of Teacher Education》2015,43(1):4-21
The lived experiences of novice teachers in out-of-field positions influence future career decisions and impact on their journey towards being competent and experienced practitioners, conversely their “life-world” is often misunderstood. The purpose of the study reported in this article is to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers. It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment. Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness. The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers. 相似文献
15.
Ai-Girl Tan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):47-61
A total 209 teachers (103 initial and 106 experienced) of various elementary schools in Singapore rated the perceived children's desirable learning activities on a five-point Likert scale. Four factors emerged (50.5 per cent variance): conventional learning activities; motivational activities; student-directed activities that foster independence and collaboration; and teacher-directed group activities. Two clusters were formed: motivational learning activities, and all kinds of learning activities. About half of the initial teachers belonged to each of the clusters, while the majority of experienced teachers (83 per cent) belonged to the latter cluster. Multivariate analysis of variance on the items yielded a main significant effect for initial and experienced teachers. Implications of the study for Singaporean classroom learning are presented. 相似文献
16.
Hanna Palmér 《Teacher Development》2016,20(5):682-700
The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-recordings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own criteria - individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues and have a class of their own for which they do the planning and teaching). These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction. 相似文献
17.
This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning. 相似文献
18.
19.
Steve Fox 《Action Learning: Research and Practice》2009,6(1):5-16
Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction?
To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice. 相似文献
20.
‘It was the funnest week in the whole history of funnest weeks’: our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the ‘The Creative and Effective Curriculum’ module for PGCE primary student teachers which includes a one-week placement in school. Student teachers', children's and teachers' perspectives pointed to a range of factors necessary for effective and creative teaching and learning. These included learning which is ‘fun’, achievement through intrinsic motivation, willingness to take risks and learn from mistakes, children's ownership of learning and the teacher's role as facilitator. Our findings enabled us to formulate ‘phunometre scales’ which we suggest can be used to assess both the organisation of learning areas and also planned activities in terms of their capacity for learning which is both challenging and fun. 相似文献