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Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences. 相似文献
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Gun Berglund 《Studies in Continuing Education》2013,35(2):165-166
This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program within their practice and how they grow professionally in ways that make contributions to their organizations and their profession. The data are based on participant interviews, participants' curriculum vitae submitted during qualifying exams, and professional websites. The findings indicate that an online professional program embedded in practice can have powerful impact within a short period of time on students' own practice, their local organizations, and their colleagues at regional, state, and national levels and spur their professional momentum. 相似文献
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This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14‐week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role. 相似文献
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Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
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Two basic mechanisms for organisational learning in schools 总被引：1，自引：0，他引：1
Jeroen Imants 《欧洲师范教育杂志》2003,26(3):293-311
SUMMARY In recent literature on teachers' professional communities and organisational learning in schools the focus is on conditions fostering teacher professional developments. Less attention has been paid to clarifying these concepts and to analysing the processes and the full range of outcomes of organisational learning in schools. The question in this article is whether and how teachers' professional communities can play a role in organisational learning and professional development. Firstly, recent research literature on teachers' workplace conditions, teachers' professional communities, and organisational learning in schools is discussed. Next, two basic mechanisms for organisational learning in schools are presented. Some conclusions are that the opportunities for steering intentional organisational learning in the school context are only weak, and that a balance should be created in the school between diverging conditions for organisational learning 相似文献
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This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices. 相似文献
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Drew Polly 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):950-961
Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology‐rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive qualitative analysis indicated that these professional learning activities led to teachers' growth primarily in technological knowledge, technological pedagogical knowledge and content knowledge. These findings as well as implications for designing professional learning activities for teachers are also shared. 相似文献
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刘胡权 《北京教育学院学报》2017,31(2):8-17
以网上问卷调查的方式,对849名参加"京教杯"比赛的青年教师进行专业素养现状调查。结果发现:"京教杯"参赛青年教师对学科知识的理解尚不够深入,反思能力低于其他能力,教育观念还需深化,情感素养亟待提升。制约参赛教师专业发展的主要因素是"工作繁忙、缺乏自主时间""缺乏专业指导""缺乏教育资源"等。基于此,我们需要整体、全面地认识中小学青年教师的专业素养,提升其情感素养,营造良好的成长氛围,提供专业支持与指导,激发其自我实现的内驱力,促进其自主成长。 相似文献
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Torrey Trust 《Journal of Research on Technology in Education》2016,48(4):290-305
While many researchers have examined teacher participation and professional development in online networks and communities, few have looked at the factors and contexts that shape how teachers learn in these online spaces. Examining teachers' learning processes within these online spaces can yield important insights for scholars, school leaders, and teacher educators who are interested in designing online networks and communities or supporting teacher professional development within these spaces. This study was designed to shed light on the multifaceted nature of teacher learning within an online network environment. Data were collected through an online survey and in-depth interviews of members in the Edmodo math subject community. A thematic analysis was conducted across the two data sets in order to identify patterns of actions and factors that shaped the participants' learning processes. A new model of teacher learning was developed to display teacher learning as an iterative, multistep process that is socially constructed, distributed, and situated in the contexts in which teachers work. Implications and ideas for further research are discussed. 相似文献
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Lynda Graham 《Literacy》2008,42(1):10-18
In this article I consider the digital lives of a number of young teachers. Some are confident, competent movers in digital worlds, some are not. I wonder why, and look back at the teachers' digital histories to see whether ways in which they learned about digital worlds affects their lives now. I identify three different routes to learning about digital worlds, and describe these with representative stories. Two are serious solitary journeys, one self‐taught the other school‐taught. Most teachers in these groups use digital technologies for work and for the business of life. The third route is playful social. Teachers in this group have experienced learning about digital worlds with fellow enthusiasts and in playful contexts. These teachers use digital technologies for pleasure as well as the business of life and work. I argue that it is important that young teachers and student teachers be given time on courses to think about and discuss their own digital literacy histories. 相似文献
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With the introduction of digital tools and online connectivity in primary schools, the shape of teaching and learning is shifting beyond the physical classroom. Drawing on the architecture of productive learning networks framework, we examine the affordances and limitations of an upper primary learning network and focus on how the digital and physical elements involved in set design shape teachers' pedagogical approaches and students' learning processes. The findings suggest that blended spaces support teachers' distributed orchestration of classroom activities across tools and resources while also leveraging students' engagement in reciprocal teaching and collaborative learning. 相似文献
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Rowena Passy 《British Educational Research Journal》2013,39(6):1060-1075
This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational and substantial self, and I suggest that this particular environment encouraged the teachers' substantial self to be dominant. I then examine how the context for teaching has changed with the introduction of neoliberal reforms from the 1980s and, drawing on data from a qualitative project that has been investigating the characteristics and values of a small number of successful teacher trainees, argue that these participants' situational self is dominant in the teaching placements, where they have to show competence in 33 professional standards in a number of different schools to pass the course. However, as Nias's teachers, these teacher trainees want to be employed in a school in which they ‘fit in’ with the prevailing values, reinforcing the importance of school context in supporting and developing teachers' long term commitment to the profession. 相似文献
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This paper explores how teachers' collaborative conversations afford and constrain their learning opportunities, through the close analysis of an interaction between equity-oriented mathematics teachers who were working together. The analysis reveals that although the group seemed like an ideal professional learning community in many ways, the teachers were frequently caught in tensions between restrictive and inclusive discourses about mathematical competence. The existence of these tensions presented opportunities for the teachers to learn, but teachers' framings of their own collaborative work stifled these opportunities. This paper contributes to understanding the challenges of equity- and reform-oriented learning in teachers' professional communities. 相似文献
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Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers' professional development as well as their practices of identity construction. 相似文献
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Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers. 相似文献
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Kristín Karlsdóttir Bryndis Garðarsdóttir 《Early Years: An International Journal of Research and Development》2010,30(3):255-266
The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well‐being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four‐ to five‐year‐old children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well‐being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups. 相似文献
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While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired, constructed and produced outside of schools. In this paper, we use two case studies on social media as illustrative examples to understand how adolescents shape their learning online. We aim to contribute to the ongoing dialectics on social media and learning by examining how adolescents exhibit agency online. We argue that social media such as Facebook offer high learner agency environments for adolescents to participate in self‐initiated enterprise and allow them to develop personal trajectories for learning. The case studies presented in this paper suggested that the adolescents' pursuit of their passions on online affinity spaces gave rise to intellectual friendships and the development of personal pedagogies. 相似文献
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《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):439-450
In recent years, teachers have turned to online social spaces for peer‐to‐peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as having important implications for teachers' professional learning and development. However, there is a need to move beyond instrumental discourses that simply discuss engagement and technology in terms of costs and benefits, and analyse the complex social contexts in which engagement takes place. Therefore, presenting data from a digital ethnography of three online social spaces used by teachers, this paper uses professional identity as an analytical framework in order to understand teachers' online engagement in holistic terms in a way that acknowledges the messy social realities in which teachers work. It then presents a new theoretical framework for conceptualising teachers' professional identity that develops the concept of embedded ideal identity and takes into account context, social complexity, structure and agency. 相似文献
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This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts. A socio-cultural framework brings into view different opportunities for teacher informal learning. These evolve from comparing teacher interviews about their learning to ethnographic case studies of the school's cultures that include schools' missions, building structures, classroom environments, organizational arrangements, traditions, and professional relationships. The study illustrates key interrelated cultural qualities of schools that support and hinder informal learning; argues for the importance of acknowledging teacher informal learning as a method of career-long professional development, and suggests further research about how to build and sustain the school infrastructure necessary to maintain such development. 相似文献