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1.
Abstract

Teachers should have the necessary assessment knowledge and skills to contribute to students’ learning. This study provides insight into how a professional development program for teachers contributed to the achievement of higher mastery levels of assessment literacy. This study used Xu and Brown's TALiP (Teacher Assessment Literacy in Practice) framework to achieve these higher levels. To evaluate the extent to which teachers demonstrated professional growth regarding their assessment literacy, teachers’ practices were evaluated through a content analysis of summative assessments. Potential changes in teachers’ knowledge, skills, and beliefs were measured through questionnaires and interviews. The outcomes showed that reflection on educational goals and on teachers’ beliefs, collaborative practice, and peer feedback played an important role in fostering higher mastery levels in assessment literacy. The outcomes of this study support the value of the TALiP framework and support the idea that professional growth could be fostered via diverse growth pathways.  相似文献   

2.
This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield's model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic's reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield's model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice.  相似文献   

3.
This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and how to solve problems (Kramarski and Mevarech, Am Educ Res J 40:281–310, 2003). Sixty-four Israeli elementary teachers participated in a month-long professional development program to enhance mathematical and pedagogical knowledge. The course was part of a 3-year professional development program sponsored by the Israeli Ministry of Education. This mixed-method study included quantitative assessments of teachers' professional knowledge in mathematical problem solving for an authentic task based on Program for International Student Assessment's framework (Program for International Student Assessment, 2003) and in lesson planning, as well as qualitative interviews and videotaped observations of two teachers. Results indicated that teachers in the SRL program outperformed those in the no-SRL program on various problem solving skills (e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task demands and teaching approach). Videotaped observations of actual teaching indicated that the SRL-trained teacher demonstrated more teaching practices that aimed to promote students' understanding and better supported students' regulation of their own learning, compared to the no-SRL-trained teacher. We discuss educational and practical implications.  相似文献   

4.
Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers’ practical knowledge. The purpose of this article is to conceptualize teacher action research as Bildung, applying Gadamer’s philosophical hermeneutics as a theoretical framework. Based on five teachers’ lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as Bildung, one’s inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice.  相似文献   

5.
ABSTRACT

The way educarers conceptualize their role in the education and care of infants can influence their pedagogical practices and interactions with infants in their care. The Early Years Development Framework was developed to provide key principles, practices, and learning outcomes to guide educarers working with children under 3 in Singapore. It envisioned educarers to be attuned and responsive to infants’ development in their physical, linguistic, cognitive, social, and emotional domains. The professional educarer is also envisaged to engage in reflection and practitioner research for professional growth. Using principles stipulated in the EYDF as an analytical framework, this paper explores how 6 Singaporean educarers’ conceptualize and reflect on their dual role of education and care of infants. Half of the educarers viewed their role as custodial in nature, with less focus on the education aspects of caregiving. The practice of critical reflection was also not prevalent in the work of some of the educarers. Work conditions were found to be a contributing factor that supported or impeded the practice of reflection. How conceptions can potentially be transformed and changed by the practice of critical reflection and implications of these findings on professional training and policy for educarers are discussed.  相似文献   

6.

Over the past decade, Donald Schön's conceptualization of professional practice as reflection‐in‐action has gained wide currency. This paper reports on a seminar, based on Schon's ideas, to assist elementary teachers in making Science a more significant part of their instructional programmes. A detailed analysis of the efforts of two of the experienced teachers involved points to problems related to: (i) the efficacy of reflection‐on‐action in facilitating reflecting‐in‐action; (ii) disjunctions between conceptual and action components of teachers' frames; and (iii) the role of substantive teacher intervention in assisting children in learning to use non‐common‐sense ways of knowing such as Science.  相似文献   

7.
This research examines the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. Using data from participants written journals, we use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England. Informed by a theoretical framework of consonance and dissonance (Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104–118), the emerging themes were related to the school context, the teacher's role, the learners, the buildings, and the community. Implications are for planning and facilitation of pre-service teachers study abroad experiences are discussed.  相似文献   

8.

In-depth analysis of science teachers' idiosyncratic instructional behaviors combined with the notion of deliberated 'teacher reflection' as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. Sweeney and coworkers have described how the notion of teacher reflection and Lytle and Cochran-Smith's typology of teacher research were utilised to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Using data drawn from the previous study, this report focuses on examining how the methodological approach taken in the investigation (explicit, deliberate articulation and analysis of a teacher's instructional behaviors and rationales within the context of a mentoring relationship) may serve as a useful model for teacher professional development across all areas of instruction.  相似文献   

9.
This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.  相似文献   

10.
In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. Education 3–13 39, no. 3: 233–247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the practice of 18 Cypriot primary school teachers. In this article, I build on the findings of this study in order to explore further why reflection onpractice which remains unexamined through professional exchange can have alimiting effect on professional development. In particular, I aim to examine which devices can develop in the unconscious in order to protect unsound theories-in-use and reinforce discrepancies between actions and espoused beliefs. Furthermore, I discuss why these devices block awareness of the need to change. Finally, I make hypotheses about when the above devices could have been developed in the Cypriot teachers' unconscious. The article concludes with suggestions about how the activation of the above devices can be limited or prevented.  相似文献   

11.
反思能力对幼儿教师的专业发展具有重要的推动作用。幼儿教师要想获得专业发展,必须深刻认识反思的意义,了解反思能力及幼儿教师专业发展,理解反思能力对幼儿教师专业发展的意义。  相似文献   

12.
This study evaluated the effects of HeadsUp! Reading (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators’ (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR + mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in HeadsUp! Reading can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills.  相似文献   

13.
This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes.  相似文献   

14.
Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal emergent powers combine to ensure variation in the emergence of such reflective capacity. The influence of these factors on professional learning is mediated through reflexive deliberation and social interaction, with the exercise of one's personal powers specifically identified as a stratum of social reality. We consider further the role of concerns, intention and attention in professional learning, drawing together issues that are rarely considered within the same theory. We thus offer a comprehensive account of professional learning, showing how a focus on structure and agency increases the explanatory power of learning theory.  相似文献   

15.
This article describes the impact of sustained professional development programs in two Jewish congregational schools. This research suggests that contrary to common assumptions, part-time teachers in Jewish congregational schools will invest time in professional development when it is of high quality, interactive and engaging and based at their school. These programs have significantly affected teacher collegiality, knowledge of pedagogy and Jewish content, and reflection about teachers' own teaching practices and practice of Judaism. The role of the educational leader is a salient feature of the program success.  相似文献   

16.
Learning to become a teacher is a developmental process, part of which is learning to become a reflective practitioner. The authors have implemented a structured approach to developing the habits of critical reflection, the purpose of which is to guide their university students (who are pre-service teachers) to progress through the stages of teacher development and to facilitate self-motivated professional growth. Their attempts to incorporate into these pre-service teachers' learning the ‘practice’ part of reflective practice have included the development of different kinds of practical and applied tasks. In turn, their attempts to incorporate the ‘reflective’ part of reflective practice have involved the embedding in assessment activities of different scaffolds for metacognitive reflection. Their innovative processes of embedding reflection in assessment have been guided by Dewey's and Schön's views of reflection, their own views of the teacher education process, and Brookfield's conception of ‘critical lenses’ which can be used as a scaffold to structure professional growth and development.  相似文献   

17.
Building resilience in pre-service teachers   总被引：1，自引：0，他引：1  
This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience with its emphasis on relationships and its attention to the complex and dynamic interactions between individuals and their ‘student teaching’ contexts. This article draws on a number of studies including evaluations of two cohorts of graduate Bachelor of Education (primary) students and a self-study based on the work of two university academics. Jordan's [2006. Relational resilience in girls. In S. Goldstein, & R. Brooks, (Eds.), Handbook of resilience in children. New York: Springer] model of relational resilience – with its characteristics of mutuality, empowerment and the development of courage – is used as a conceptual framework for illuminating some of the emerging insights from our work with the Learning Communities model.  相似文献   

18.
ABSTRACT

This paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum.  相似文献   

19.
Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation‐led framework, the Analysing Children's Creative Thinking (ACCT) framework, is described, and a case made for the validity of inferring creative thinking in young children from observations of their behaviour in meaningful, everyday contexts. The paper identifies particular aspects of behaviour which may be related to creative thinking, and a copy of the framework shows its organisation into three major behavioural categories of exploration, involvement and enjoyment, and persistence, further subdivided into a total of 10 items. Operational definitions and examples, along with an extract from an analysed observation, illustrate its use. It is suggested that, as well as being a useful research tool, the ACCT framework has the potential to support professional development, with the coded observations providing a contextually‐rich, focussed picture of what children do and say about their experiences, affording individual and shared reflection, discussion and analysis. In an English context, this may be particularly relevant with the advent of a revised Early Years Foundation Stage profile in 2012.  相似文献   

20.
Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth.  相似文献   

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