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1.
Eleanore Hargreaves 《Teaching Education》2013,24(3):327-344
In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching and learning, where the following design principles are adhered to: where leaders respect and value a need that has been identified by participants as of importance to themselves; they are school-based and integral to school operations; there is teacher collaboration; and there is input from within and beyond the school to support teachers’ theoretical as well as practical learning. The findings from this research project suggest that Teacher Learning Communities’ benefits were compromised specifically: where they were imposed on teachers; where they were not accommodated sufficiently within other school commitments; where leaders were too directive; where meeting formats were adhered to inflexibly; and where practice was emphasized at the expense of theories. My conclusion is that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply. 相似文献
2.
Teachers learning how to learn 总被引：1，自引：0，他引：1
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. Quantitative data were collected using teacher and pupil questionnaires, and qualitative data came from interviews with head teachers, school project co-ordinators and a sub-sample of classroom teachers. Some teachers were also observed and video-recorded. External constraints made it difficult for teachers to promote pupils' learning autonomy, unless they fundamentally changed the nature of classroom tasks and climate. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. However, to be successful, this needed to be supported by school management and leadership. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils. Teacher learning through networking within their schools, and with other teachers in other schools, was also shown to be important. 相似文献
3.
This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts. 相似文献
4.
Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance beginning teachers’ professional learning in DI. Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. Semi-structured interviews were conducted with school leaders, special needs coordinators, and beginning teachers in primary schools. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI, as assessed by changes in practice (i.e. teachers’ flexibility in adapting their classroom behaviour). The comparative analysis indicated that the three cases could be situated at different stages of PLC development. Case A had reached the mature stage, whereas case B was in the evolving stage and case C was still in the beginning stage of PLC development. Also, the analysis indicated that structural and cultural school conditions in the three cases were related to the different stages of PLC development. Finally, the results revealed that in the three cases, leadership of both the principal and special needs coordinator played a key role in the development of the structural and cultural school conditions. 相似文献
5.
May Britt Postholm 《Teachers and Teaching》2013,19(3):320-333
ABSTRACTThis article focuses on teacher educators’ role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers’ professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators’ lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers’ practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development. 相似文献
6.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
7.
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
8.
Gunawardena Egodawatte Douglas McDougall Dorian Stoilescu 《Educational Research for Policy and Practice》2011,10(3):189-209
The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics
classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students
which promotes mathematical investigation and exploration. In this article, we discuss the details of a Collaborative Teacher
Inquiry Project which was aimed at increasing the quality of learning of Grade 9 Applied Mathematics, while at the same time,
improving professional development opportunities for the teachers. A total of 11 schools participated in this project which
spanned over three semesters. Participants included teachers, department heads, curriculum leaders, and administrators. Each
school created an implementation team of administrators and teachers to implement collaborative strategies and improve teaching
and learning in Grade 9 Applied Mathematics. The main benefit to the participants was that they were able to increase their
knowledge and skills through collaboration in six interconnected areas: (a) achieving the goals, (b) student success, (c)
professional development, (d) co-planning and co-teaching opportunities, (e) increased communication, and (f) improved technological
skills. Bringing in different partners to achieve a common goal was the most challenging aspect of the project. 相似文献
9.
Tara Star Johnson 《Clearing house (Menasha, Wis.)》2013,86(3):119-123
For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting teachers in leadership roles, presents a model, and recommends ways for administrators and teacher educators to shape teacher leaders. 相似文献
10.
Gunnar Engvik Anne Berit Emstad 《International Journal of Leadership in Education》2017,20(4):468-490
This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school. 相似文献
11.
12.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work. 相似文献
13.
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
14.
Ting Wang 《Asia Pacific Journal of Education》2016,36(2):202-216
AbstractThis article presents findings of a qualitative study on school leadership and professional learning community in two high achieving senior high schools in Northeast China. The findings show that teachers participated in school-based communities of professional learning, such as Teaching and Research Groups, Lesson Preparation Groups, and Grade Groups. While the term professional learning community (PLC) was not commonplace, the actual practices of PLC characterized by collective enquiry and collaborative learning became the norm in the two schools. School leaders demonstrated strong instructional leadership and visionary stewardship for school continuous improvement. They played a critical role in developing and communicating a shared vision, shaping a culture of trust, supporting and monitoring collegial learning. Teacher leadership was evident in collaborative teams and expertise leadership was acknowledged. Emotional bonds and shared responsibility in these teams strengthened professionalism. Concerted efforts were made to create aligned structures and processes that support collective enquiry, and to develop a culture of collaborative learning that builds collective capacities. Developing and sustaining the embedded PLC process within a school seems to provide a promising infrastructure for supporting school improvement in the Chinese school context. 相似文献
15.
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
16.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献
17.
18.
Identity learning: the core process of educational change 总被引：1，自引：0，他引：1
The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers. 相似文献
19.
本研究从专业领导者素质的角度,调查分析当前北京市中学教研/备课组组长的素质状况。调研发现,教师心目中的教研/备课组长的素质基本达到了专业领导的水平,但并不十分令人满意。表现在组长拥有优秀教师的基本素质、专业领导者的多数品质,但其专业领导力尚显不足。大多数的组长认可自己的专业领导力,但认为作为专业领导者的素质仍需要提高。究其原因,本文认为学校的行政组织构架,教研组半行政半专业的组织性质,以及培训渠道狭窄等是造成组长素质有待提高,专业领导作用发挥有限的主要因素。 相似文献
20.
The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary
school, including the role of student sex and school size pathway as influencing factors in changes in learning environment
perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages,
one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised
1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated
country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined
for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with
a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate
in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness),
the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction
in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment
perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction
across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and
teachers, particularly those with a role within the ‘middle school’ years.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献