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1.
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
2.
常学勤 《晋城职业技术学院学报》2010,3(2):1-4
本文论述了教师专业发展的三种方式：教师个体的自我学习、反思和研究,教师同伴的互助提高,专业人士的指点引领。三种发展方式的责任主体不同,显示的意义也不尽相同。教师个体的学习、反思、研究是教师专业发展的基础,显示了教师个体专业发展的自觉。教师同伴互助需要学校建设起良性的团队文化和教研文化,显示着教师职业的专业组织特点。专业人士的指点引领则更多依靠教师任职学校和教师培养培训机构、教育行政主管部门有计划、有组织的介入,它显示着社会为教师专业发展承担起了应有的责任。 相似文献
3.
During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers’ professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers’ local cultures constitute a cornerstone. More specifically, enhanced school‐based teacher collaboration is associated with upgraded school effectiveness and enhanced professional growth. However, the comparative study of school‐based teacher collaboration remains a subjective research area. The overall aim of this study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The final sample consisted of 707 Swedish and 451 Greek professionals. The high response rate combined with restricted internal dropout forms the basis of the generalization of the findings. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools. Despite differences between the four contexts, a second order model represents obtained information adequately with very good fit indexes. It seems that school‐based teacher collaboration in authentic settings can be connected to complex processes with multifaceted characteristics in different national contexts as well as in educational stages within one country as well. Manipulating distinct aspects of schooling may consequently jeopardize expected outcomes, as development ambitions should be targeting several interdependent dimensions. Swedish schools generally and lower secondary schools specifically constitute original examples of enhanced school‐based teacher collaboration, while an intensification of combined endeavours is needed in Greece. The comparative mapping of interconnected collaboration characteristics might contribute to more holistic restructuring struggles towards schools as learning communities and sites for teachers’ professional development. 相似文献
4.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs. 相似文献
5.
Shui-Fong Lam Pui-Shan Yim Tom Wing-Hong Lam 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):181-195
While Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and outsiders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions. 相似文献
6.
Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint 总被引：1，自引：0，他引：1
Kazi Enamul Hoque Gazi Mahabubul Alam Abdul Ghani Kanesean Abdullah 《Asia Pacific Education Review》2011,12(3):337-348
This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about
the relationship between teachers’ traditional professional development activities and school improvement. Data from a representative
sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis
was used in this research. This study found significant impacts of some of teachers’ professional development activities on
school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers’
collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings
of this study provide important information for the policy makers, educational managers and especially for the headmasters
and teachers concerned with the improvement of teachers’ quality in secondary schools of Bangladesh. This study adopts a concurrent
approach of data collection and analysis. 相似文献
7.
教育改革成功的关键在于教师专业能力的发展与提升。“课堂学习研究”是香港教育学院推动的具有特色的教师专业发展项目。该项目以改善课堂教学质量为核心,通过大学研究人员与教师的协作,在校本行动研究的基础上提供教师反思及再实践的机会。为教师持续的专业发展搭建了一个可操作的平台。本文检视了在“课堂学习研究”的实践过程中,教师如何从与不同成员的互动中得到学习的机会,实现自身的专业发展。 相似文献
8.
Knut-Andreas Christophersen Are Turmo 《Scandinavian Journal of Educational Research》2013,57(6):639-654
The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology involved was a cross-sectional survey of 234 teachers from 11 Norwegian schools. The structural equation analysis indicated that principal-teacher trust has a moderately high impact on such constructs as “teacher-teacher trust” and “academic pressure” and that “teacher-teacher trust” has a moderately high impact on teachers' “peer collaboration”. “Peer collaboration” has a lower impact on “academic pressure”, while the impact of “positive attitudes towards the school” was moderately high. The article concludes with a discussion of the knowledge basis for understanding how social practice among teachers and school leaders in school communities is mobilised for a sustained focus on pupil learning. Implications for practice and directions for future research are discussed. 相似文献
9.
Xuefeng Huang 《Frontiers of Education in China》2017,12(2):151-179
This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada?China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers’ cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research. 相似文献
10.
Lyna David Wei Loong Hung Sau Kew Chong 《Educational Research for Policy and Practice》2016,15(2):131-146
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore. 相似文献
11.
Drawing on data from a larger study on Professional Learning Communities (PLCs) and School Leadership in China, this article investigates the practices of teacher collaboration and PLCs in two urban, high-performing secondary schools in Northeast China. Qualitative data were collected from observations, documents and in-depth semi-structured interviews with 20 participants. The findings reveal that intentionally arranged organisational structures support teacher professional learning and collective inquiry. Collaborative teams in two schools are characterised by genuine collegiality, promoting disciplined collaboration and shared responsibility, which is different from contrived collegiality imposed on teachers. Professional learning is ongoing, supported and fully integrated into the culture and operation of the school system. Emotional bonds, trust and an inclusive school culture contribute to genuine collegiality. These learning communities establish a system of focused collaboration, peer mentoring and collective responsibility, which leads to improved teaching and student learning. 相似文献
12.
城市中学后进生生存状况管窥——来自工读学校的调查 总被引：1，自引：0，他引：1
通过对全国工读教育调查资料分析,发现工读学生多数是以前普通学校的后进生,他们不适应普通学校教育,其他学生对他们既宽容又有排斥,教师的负面评价和劣性刺激相对较多,这种生存状况对他们健康成长极为不利。因此要把工读教育作为义务教育阶段普通教育的必要补充,使专门学校成为优质教育资源,这对有严重不良行为后进生具有特殊意义。同时做好在普通学校就读的后进生的转化工作,需要教师提高专业素质,重视同伴群体的作用。 相似文献
13.
This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process. 相似文献
14.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. 相似文献
15.
Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23 teacher candidates' written reflections, focus group interviews, and classroom observations indicated that supported by collaboration with colleagues, they developed the skills and commitment to teach each student for understanding. Based on our research, we propose a shift in teacher education toward collaborative inquiry about teaching and learning within school/university partnerships. 相似文献
16.
《Africa Education Review》2013,10(1):96-105
Abstract Much still needs to be done to transform schooling in South Africa and provide education of equal quality to all learners. The notion of encouraging close collaboration between schools is widely accepted as a possible strategy to improve the quality of schooling in a particular geographical area. In this article, we discuss research conducted on the implementation of the Better Schools Programme cluster in Zimbabwe (BSPZ), a system of inter-school collaboration aiming at improving the quality of teaching and learning at the member schools. One of the primary objectives was to enhance teachers’ professional development by means of the establishment of professional infrastructure. Despite the shortcomings highlighted, our exploratory study brought to the fore potential advantages of school clusters as a type of formalised school collaboration which can indeed promote quality and equality in the South African schooling system. 相似文献
17.
This study examines the prevalence of parental disillusionment with school and its relationship with demographic variables, and phase, size and location of schools. Findings are based on data from 1569 parents of children in grades 5 to 10 from 20 schools in 9 municipalities in Norway. Previous research in other countries shows benefits for the children's attainments at school of positive relationships between parents and teachers. However, only a few studies in Norway have focused on home–school collaboration. Parents in this study are more likely to report disillusionment in big schools than in small schools. Also, parents with low income tend to be more disillusioned than parents with high income. However, the general lack of significant differences between schools might indicate that parental disillusionment was more likely to arise from conflicts between teachers and parents and from policy and practice in the school. 相似文献
18.
柳国辉 《湖北第二师范学院学报》2012,(5):82-85
中小学教师的工作效能对于自身的专业成长和学生全面发展至关重要。考察中小学教师的工作效能,需要辨识教育者胜任工作的特征,考察影响其工作效能的多种因素以及评价中小学教师工作效能在实践中的不同模式。中小学教师工作效能的提升具有多层面的途径和策略,包括基于自我效能感的实践反思、基于专业(实践)共同体的同伴互助、基于学习型组织的学校管理变革。 相似文献
19.
Alisa Hindin Catherine Cobb Morocco Emily Arwen Mott Cynthia Mata Aguilar 《Teachers and Teaching》2013,19(4):349-376
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning. 相似文献
20.
May Britt Postholm 《欧洲师范教育杂志》2016,39(4):452-470
The article focuses on school-based development and how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The data were collected in Norway through qualitative interviews with groups of teachers and leaders at three schools, and with a group of teacher educators. With the Cultural Historical Activity Theory as the framework, central concepts within this theory have been key elements in the study. The findings reveal that collective collaborative learning is a positive form of enhancing the professional development of teachers and that both structure and culture should interact when fostering development in school. The study also shows that the development of teacher educators’ research competence can enhance development and learning both in teacher education and in school, and also improve the developmental transfer between these two arenas. 相似文献