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1.
This article explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs. Interview and observational data from nineteen supervisors in one teacher education program illuminate what supervisors want in order to improve their professional practices and how their needs could be met through ongoing collaboration. The article proposes five features of professional communities that can help supervisors improve their work: norms promoting collaboration; trust and familiarity; activities deprivatizing practices; access to logistical information and shared expectations about the role of supervisors; and time for collaboration. 相似文献
2.
Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities. 相似文献
3.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
4.
Angela Choi Fung Tam 《Compare》2015,45(3):422-444
Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers’ beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers’ beliefs about teacher learning in PLCs and their influence on collegial learning activities in two departments of a Hong Kong secondary school. Semi-structured interviews and observations were employed to collect data. The findings indicate that teachers in the Chinese Department believed that learning could be achieved in PLCs and their practices of collegial activities were conducive to teacher learning. Conversely, teachers in the English Department did not believe that interacting with colleagues would foster learning and their collegial activities yielded limited accomplishment in teacher growth. It is suggested that teachers’ beliefs play an important role in facilitating or impeding reform initiatives on teacher development. Implications for teacher education and further studies are discussed. 相似文献
5.
Research spanning more than two decades points to the benefits of vigorous collegial communities, yet relatively little research examines specifically how professional communities supply intellectual, social and material resources for teacher learning and innovations in practice. This paper examines the theory-building potential of audio- and videotaped records of situated interaction among teachers in the course of everyday work. The paper employs a small segment of a larger data set to chronicle analytic dilemmas and opportunities and to introduce a scheme for theorizing about the nature and significance of professional community for teacher development and school reform. 相似文献
6.
Andrea Nolan 《International Studies in Sociology of Education》2013,23(4):352-374
AbstractFraming professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu’s theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers’ contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers’ lived experiences as a locus of deliberation and learning. 相似文献
7.
Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
8.
Measuring teachers’ content knowledge of language and reading 总被引：1，自引：0，他引：1
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we
surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’
knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations
among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in
language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that
would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student
reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted
a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded
the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions
about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address
teachers’ needs for insight and information about language structure and student learning. 相似文献
9.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
10.
This study examined issues in supporting middle-school teachers to become more learner centered when implementing computer-based,
workplace simulations in their classrooms. Specifically, this report focuses on a participant observation study of two teachers
to develop and evolve a framework for professional development. The framework was developed based on prior professional development
efforts, information on developing learner-centered classrooms, and data about teacher change. The framework included five
key pieces: (a) reflection, (b) proximal goals, (c) collegial support groups, (d) one-on-one feedback, and (e) support materials
for the teachers. The foundation for the framework was a belief that change is individual and needs to be supported in context
and over time.
The data included field observations as the teachers used the simulations in their classrooms made by the author and three
outside observers, and interviews with each teacher following her use of the simulation program.
During the four-month study, the original framework evolved in response to the data collected. The final version of the framework
focuses on the professional developer working with teachers to develop reflective skills. Proximal goals became a focusing
tool for reflection after teachers had begun to develop their reflective skills. The interplay between reflection and proximal
goals was enhanced by outside resources, one-on-one feedback, and collegial group meetings.
The work reported here was comp;eted as part of a dissertation conducted at Indiana University’s Center for Innovation in
Assessment, and was supported in part by grants from the Andrew W. Mellon Foundation and the Russell Sage Fundation. The school
and participant names have been changed to protect their identity. All researcher names are actual. 相似文献
11.
Karen Goodnough 《Journal of Science Teacher Education》2010,21(8):917-935
In this case study, teacher inquiry groups from 3 school districts engaged and transformed various facets of their professional
knowledge and practice in the context of science education. To examine the nature of teacher learning, a 3-part teacher knowledge
and learning framework, proposed by Cochran-Smith and Lytle in 1999, was adopted (knowledge-for-practice, knowledge-in-practice,
and knowledge-of-practice). While 16 school-based inquiry groups participated in the collaborative action research project,
one case study involving a primary teacher, Katrina, is highlighted to illustrate outcomes related to the role of collaborative
inquiry in supporting teacher learning, contextual issues and concerns that impact teachers’ daily classroom practice, and
the types of knowledge generated by teachers within collaborative inquiry communities. 相似文献
12.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers
were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of
German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that
the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge
of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies,
and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher
education, such as a holistic view of instructional approaches. 相似文献
13.
Keith R. Leatham 《Journal of Mathematics Teacher Education》2006,9(1):91-102
This article discusses theoretical assumptions either explicitly stated or implied in research on teachers’ beliefs. Such
research often assumes teachers can easily articulate their beliefs and that there is a one-to-one correspondence between
what teachers state and what researchers think those statements mean. Research conducted under this paradigm often reports
inconsistencies between teachers’ beliefs and their actions. This article describes an alternative framework for conceptualizing
teachers’ beliefs that views teachers as inherently sensible rather than inconsistent beings. Instead of viewing teachers’
beliefs as inconsistent, teachers’ abilities to articulate their beliefs as well as researchers’ interpretations of those
beliefs are seen as problematic. Implications of such a view for research on teacher beliefs as well as for the practice of
mathematics teacher education are discussed.
This article is based on the author’s doctoral dissertation completed at the University of Georgia under the direction of
Thomas J. Cooney. Parts of this article were presented at the 2004 meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Toronto, Canada). 相似文献
14.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
15.
Trina L. Spencer 《Journal of Personnel Evaluation in Education》2007,20(3-4):211-226
This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of
the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating
teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure
cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating
teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three
categories needed for effective professional development: context, process, and content. 相似文献
16.
Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139
The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency
and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with
the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in
a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher
isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating
collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools.
This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional
learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their
professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability
of a professional learning community will be discussed. 相似文献
17.
Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most
commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the
effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective
papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’
perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’
professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes
for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals
of developing such programmes and providing professional development for teachers. 相似文献
18.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
19.
Critical reading comprehension in an era of accountability 总被引：1，自引：0，他引：1
This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading
comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year
study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading
for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires
and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one
experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn
to read is illustrated. The teacher’s work is situated within the complex accountability demands faced by classroom teachers.
This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high
ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers
whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed. 相似文献