Journal articles on the topic 'Teacher professional learning'
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Opfer, V. Darleen, and David Pedder. "Conceptualizing Teacher Professional Learning." Review of Educational Research 81, no. 3 (September 2011): 376–407. http://dx.doi.org/10.3102/0034654311413609.
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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.
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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Solih, Muhammad, Alfi Hafifah Habibah, and Ayu Putri Julia. "Teacher’s Professional Role In Improving The Learning Process." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2115–20. http://dx.doi.org/10.33487/edumaspul.v6i2.4540.
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In this study, the author took the title The Professional Role of Teachers in Improving the Learning Process, for this we both know that the teacher is an important figure in an educational institution. His role as a teacher and educator makes him a highly respected figure for everyone. The professional role of teachers in improving the learning process is also inseparable from how much competence they have. The better the competencies he has, the better the learning process that takes place in the classroom. The position of the teacher as a professional is intended to function to increase the dignity and the role of the teacher as a learning agent to improve the quality of education and national education. The position of teachers as professionals aims to implement the national education system, namely the development of the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens,answer.
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Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (June 15, 2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.
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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, there are a number of teachers who have been certified, it will be certified, has gained professional allowance, and will acquire the professional allowance. The fact that the teachers have been certified is a strong assumption, that the teacher already has competence. The problem that arises then, that the teacher is assumed to have had the competence which is only based on the assumption that they have been certified; it seems in the long term it is difficult to be accountable academically. Evidence have been certified, the teacher is present condition, which is generally a quality teacher resources shortly after certification. Therefore, the certification is closely related to the learning process, the certification cannot be assumed to reflect the competence of a superior lifetime. Post- certification should be an early milestone for teachers to constantly improve competence by means of long-life learning. To facilitate the improvement of teacher competence, it is necessary that a competence is initiated in order to manage the development of teachers’ professionalism.
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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.
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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
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Lubis, Rahmat Rifai, Muhammad Ramli, Juhriah Siregar, and Ratna Wati Panjaitan. "Analisis Kompetensi Profesional Guru dalam Meningkatkan Keefektifan Belajar Selama Pembelajaran Jarak Jauh." Al-Fikru: Jurnal Ilmiah 14, no. 1 (May 3, 2021): 32–47. http://dx.doi.org/10.51672/alfikru.v14i1.37.
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This study aims to analyze the professional competence of teachers in improving the effectiveness of learning during distance learning at MTs Al-Jihad. The approach used in this research is qualitative research with descriptive methods. Data collection used by researchers is by interviewing the teacher, and documentation in the form of print out teaching materials compiled by the teacher. Then the data were analyzed through data presentation techniques and drawing conclusions. Test the validity of the data using tringulation and methods. The results of the study indicate that a teacher must be professional, professional, in this case the teacher's ability to plan learning, the learning process, and the teacher's ability to use learning media. As for the preparation of teachers at MTs Al-Jihad, namely by preparing print out material to be read and understood by students, then the learning process carried out at MTs Al-Jihad is by distance learning according to government recommendations, the teacher works on the material and uploads it on E -learningg, as for the learning media used by teachers at MTs Al-Jihad, namely utilizing internet media, in the form of what apps, e-learning, videos, and interesting pictures, because a teacher should be able to make the media as creative as possible so that students are interested in learning
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Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (December 7, 2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.
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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.
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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.
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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.
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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.
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Mayer, Jennifer M., Mary Ann Huntley, Nicole L. Fonger, and Maria S. Terrell. "Professional Learning through Teacher-Researcher Collaborations." Mathematics Teacher 112, no. 5 (March 2019): 382–85. http://dx.doi.org/10.5951/mathteacher.112.5.0382.
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In a recent Mathematics Teacher article, Fonger and her colleagues explain why teachers should engage in research studies: Researchers working alone lack the information needed to effectively address problems of practice that matter most-problems that are highly contextual and based on teachers' day-to-day experience. (2017, p. 462)
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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре." Известия Восточного института 47, no. 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.
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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного профессионального образования. В итоге сравнительного анализа делается вывод о том, что опыт Сингапура по созданию и развитию системы непрерывного повышения профессионализма учителя через профессиональные обучающиеся сообщества может заслуживать более пристального внимания со стороны, как учёных-теоретиков, так и учителей-практиков и управленцев школ в России. The article touches upon the issue of management of teacher professional development in Russia and Singapore. The author refers to the experience of organization of teacher continual professional development through professional learning communities in Singaporean schools as one of the most effective in the world. The paper provides insight into their work organization and principles of operation, as well as describes the history of their development. The phases of teachers’ participation in professional learning communities in Singaporean schools are viewed within the present studies. Concurrently, the issues of teacher professional development in Russia, the emerging experience of teacher qualifications upgrading in regional practices and informal teacher communities, innovative practices of teacher complementary professional education are updated in a comparative manner. The author reveals some difficulties and achievements in this area. In the end of the comparative analysis it is stated that the experience achieved by Singapore in creating a highly effective system of teacher professional learning communities needs a more focused attention from academics, as well as from practicing teachers and school managers.
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Fox, Alison, and Val Poultney. "Teacher professional learning through lesson study: teachers' reflections." International Journal for Lesson & Learning Studies 9, no. 4 (August 28, 2020): 397–412. http://dx.doi.org/10.1108/ijlls-03-2020-0011.
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PurposeThis study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers' engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers.Design/methodology/approachThis study applies an analytic approach to evidencing teacher learning, based on the work of Knud Illeris, offering this as a methodological contribution to the field of professional development literature.FindingsFindings reveal that, despite all the teachers developing a passion for learning through LS, there are constraints on its sustainability and impact which can be attributed to the teachers' broader contexts and which affected them differently. The constraints centre on tensions between priorities and agendas within and beyond the school, related largely to budgets and visions of staff development.Research limitations/implicationsThis focused study on two subject departments engaging in LS limits its generalisability in terms of findings. However, the study offers a practical research application of a model of learning for analysis of teacher reflections on collaborative learning experiences.Originality/valueUnderstanding individual teacher reflections on LS experiences is under-represented in the literature, in particular studies providing insights into conditions conducive and constraining to JPD.
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Brodie, Karin, and Tinoda Chimhande. "Teacher Talk in Professional Learning Communities." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (April 4, 2020): 118. http://dx.doi.org/10.46328/ijemst.v8i2.782.
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Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversation in the communities was constant across activities and over time. Third, conversations about learner thinking, a key goal of the project, did not increase over time, but there were increases in talk about mathematics and practice. We explore the implications of these findings for teacher learning.
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Krismanto, Wawan, Punaji Setyosari, Dedi Kuswandi, and Henry Praherdhiono. "Social Media-Based Professional Learning: What Are Teachers Doing in It?" Qualitative Research in Education 11, no. 1 (February 28, 2022): 89–116. http://dx.doi.org/10.17583/qre.9698.
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The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.
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McCormack, Ann, Jennifer Gore, and Kaye Thomas. "Early Career Teacher Professional Learning." Asia-Pacific Journal of Teacher Education 34, no. 1 (March 2006): 95–113. http://dx.doi.org/10.1080/13598660500480282.
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Santoro, Ninetta, Jo-Anne Reid, Diane Mayer, and Michael Singh. "Teacher knowledge: continuing professional learning." Asia-Pacific Journal of Teacher Education 41, no. 2 (May 2013): 123–25. http://dx.doi.org/10.1080/1359866x.2013.777326.
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Adger, Carolyn Temple. "Professional Conversation and Teacher Learning." Educational Researcher 31, no. 9 (December 2002): 26–28. http://dx.doi.org/10.3102/0013189x031009026.
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Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (July 29, 2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.
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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.
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Huang, Liang, and Nicholas Sun-Keung Pang. "Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 141–47. http://dx.doi.org/10.18844/prosoc.v5i1.3396.
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When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection.
Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (September 22, 2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Lillge, Danielle. "Improving professional development relationships that support teacher learning." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 365–81. http://dx.doi.org/10.1108/etpc-12-2018-0121.
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Purpose Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation. Design/methodology/approach Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning. Findings A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions. Research limitations/implications These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning. Practical implications Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning. Originality/value Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.
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Trust, Torrey. "Professional Learning Networks Designed for Teacher Learning." Journal of Digital Learning in Teacher Education 28, no. 4 (June 2012): 133–38. http://dx.doi.org/10.1080/21532974.2012.10784693.
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Akiba, Motoko. "Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers." education policy analysis archives 20 (May 21, 2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.
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Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.
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Tayag, Jarrent, and Nunilon Ayuyao. "Exploring the relationship between school leadership and teacher professional learning through structural equation modeling." International Journal of Educational Management 34, no. 8 (April 17, 2020): 1237–51. http://dx.doi.org/10.1108/ijem-11-2018-0372.
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PurposeThis study aims to investigate the relationship between leadership and teacher professional learning considering two mediating variables – teacher trust and teacher agency.Design/methodology/approachThe study utilized structural equation modeling in analyzing the responses from 1,654 secondary public teachers from 43 schools in the Philippines.FindingsLeadership does not have a direct relationship with teacher professional learning. The established relationship of leadership and professional learning from literature exists through the mediation of teacher trust and teacher agency.Originality/valueThe results point out that school leaders must affect teacher trust and teacher agency to influence the engagement of teachers to professional learning. Contrary to what has been accepted in educational management that leaders can directly impact teachers, the findings of this study dictate that the full effects of leadership are coursed through mediating pathways.
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Kelly, Cara L., Laura L. Brock, Julie Dingle Swanson, and Lara Walker Russell. "Teacher Engagement Scale for Professional Development." Journal of Educational Issues 8, no. 1 (April 20, 2022): 261. http://dx.doi.org/10.5296/jei.v8i1.19636.
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Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.
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Loughland, Tony, and Hoa TM Nguyen. "Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study." Australian Journal of Education 64, no. 2 (March 13, 2020): 147–60. http://dx.doi.org/10.1177/0004944120908968.
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There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers’ sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher’s professional learning experience.
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Potari, Despina. "Mathematics teacher professional learning and teacher education practices." Journal of Mathematics Teacher Education 24, no. 3 (May 18, 2021): 227–30. http://dx.doi.org/10.1007/s10857-021-09501-8.
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Hardy, Ian. "Critiquing teacher professional development: teacher learning within the field of teachers' work." Critical Studies in Education 51, no. 1 (January 5, 2010): 71–84. http://dx.doi.org/10.1080/17508480903450232.
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Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (January 26, 2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.
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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.
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Sumarto and Emmi Kholilah Harahap. "PROFESSIONAL TEACHER MANAGEMENT IN EFFECTIVE SCHOOLS." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 57–64. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.127.
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Professional teacher management in effective schools. This paper conveys the importance of applying professional teacher management to realize effective schools. There is no good school, if it does not have professional teachers who are able to manage the learning process well in the classroom, start the planning, organizing, implementing and evaluating processes.
The method used in this paper is literature study, tracing some references relating to effective management, teachers and schools. There are several findings of the author about professional teacher management including professional teachers, namely: having a commitment to organizational culture or commitment to the learning process of students; mastering in-depth subject matter and how to teach it; able to think systematically about what is done and learn from experience; and is a part of learning societies from their professional environment that enables them to improve their professionalism, so that it becomes an important indicator in creating an effective school.
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Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.
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Wibawanta, Budi, Imanuel Adhitya Wulanata Chrismastianto, and Billy Mumu. "TEACHERS COMPETENCIES PROFILE IN DIGITAL LEARNING ERA: PROFESSIONAL ENGAGEMENT AND SELECTING DIGITAL RESOURCES." JURNAL PENDIDIKAN DASAR 9, no. 1 (June 30, 2021): 103–16. http://dx.doi.org/10.46368/jpd.v9i1.353.
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Abstract: Observing technological developments in the digital learning era with increasingly massive 21st-century skills approach in the education sector must be responded to with professional teacher competence. This study aims to analyze the extent to which the teacher's competencies in professional engagement and selecting digital sources in the teaching and learning process. The research methodology used was survey research to subject's teachers as many as 61 respondents located at Dian Harapan Karawaci School, Tangerang. Respondent data collection was carried out by filling in an online questionnaire using google form media which was analyzed qualitatively descriptively. The results showed that the three aspects of a teacher's competencies profile in the digital learning era have been achieved in a good category so that they can meet the criteria for teacher's competencies profile as expected. Even though it has reached the good category, there are two sub-aspects with supporting items that need further efforts to improve teacher competence through professional development or similar teacher training, namely DCPD-3 and DCPD-4.Keywords: Teacher, competencies, professional engagement, digital resources
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Wood, Keith. "Teacher learning through collaboration." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 186–89. http://dx.doi.org/10.1108/ijlls-05-2017-0025.
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Purpose The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.
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Monkevičius, Justinas. "Teacher Professional Learning Community’s Creation and Development Factors." Pedagogika 127, no. 3 (September 20, 2017): 161–75. http://dx.doi.org/10.15823/p.2017.46.
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Article analyses teacher professional learning communities (TPLC’s) creation and development factors. Literature research revealed the lack of theoretical approach of TPLC’s creation and development factors. Thus, grounded research theory is used in order to further analyze TPLC’s creation and development factors. Structured interview with school teachers and administration was conducted until it reached theoretical saturation. Analysis of literature research revealed Personal, interpersonal and managerial school’s principal and personal, interpersonal and managerial school’s teacher factors as very important ones. During empirical research schools’ principals and teachers identified factors having positive effect to TPLC’s creation and development in their own environment. Article analyses theoretical and empirical differences of PLC’S creation and development factors.
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Liu, Shengnan, and Philip Hallinger. "Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model." Educational Administration Quarterly 54, no. 4 (April 12, 2018): 501–28. http://dx.doi.org/10.1177/0013161x18769048.
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Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.
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T. BONGCO, ROXANNE, KHRISTINA ANNE D. AMA, PABLO V. ACUÑA. JR., and GERTRUDES C.PADILLA. "Intergenerational Learning in Online Teacher Communities." International Multidisciplinary Research Journal 4, no. 2 (June 26, 2022): 182–92. http://dx.doi.org/10.54476/4689611.
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This multiple case study sought to describe intergenerational learning (IGL) in the online teacher communities. More so, it disclosed into the online IGL’s directions of exchange, contents, strategies, and challenges. Data were gathered from 20 multigenerational teachers in the cases of a small and a big school for maximum variation, through semi-structured individual interviews and online interaction analyses. Results showed that online teacher communities through video conferences and group messaging pave the way for multigenerational colleagues in reference to age, period, cohort, and experience from learning from each other. Learnings of instrumental contents are embedded in multidirectional exchange, based on recognized expertise according to the younger generation’s cohort, and the older generation’s experiences. While varied contents from all generations find their way in the online teacher community, devaluing roles and contents could threaten the quality of teachers’ participation. Structured online learning activities however such Learning Action Cells (LAC) sessions could be instrumental to reinforce the valuing of varied roles and contents in the online IGL among teachers. Teachers learn during the structured sessions, they also learn equally valuable content in the flexible and spontaneous group messaging, although the latter is not a recognized form of professional learning. Keywords: professional learning, teachers, IGL, online learning, multiple case study
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Smestad, Bjørn, Monica Johannesen, and Hanne Christensen. "Editorial: Perspectives on teachers’ transdisciplinary professional competence." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 1–8. http://dx.doi.org/10.7577/njcie.4009.
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What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence.
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Prenger, Rilana, Cindy L. Poortman, and Adam Handelzalts. "The Effects of Networked Professional Learning Communities." Journal of Teacher Education 70, no. 5 (January 24, 2018): 441–52. http://dx.doi.org/10.1177/0022487117753574.
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Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.
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Vebrianto, Rian, Alaniyah Syafaren, and Riki Apriyandi Putra. "Profesionalisme Guru Dalam Persepsi Guru MA dan SMA: Studi Kasus di Provinsi Riau." Bedelau: Journal of Education and Learning 1, no. 1 (June 15, 2020): 11–18. http://dx.doi.org/10.55748/bjel.v1i1.2.
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Teachers in the educational context have a very important and strategic role. A teacher is required to be a professional teacher. The State will provide good financial for professional teachers who got the certification. For that in this study, researchers want to cover deeply into professional teachers. Using a qualitative approach with in-depth interview method. Respondens in this research are two teachers at the same level in the senior high school. the current question there are results that match the purpose of this study. The results from the interviews a teacher should have good skills in preparing intrument learning and implementation in teaching and learning system. Before the teacher becomes a professional teacher a teacher should at least collect portfolio himself or following the training PLPG for perapring test of professional teacher standard. The government, it is expected that more and more teachers in Indonesia quickly and appropriately to be called "Professional Teachers".
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Verdi, Brian. "Creating Professional Learning Communities for Music Educators." Music Educators Journal 109, no. 2 (December 2022): 14–21. http://dx.doi.org/10.1177/00274321221134790.
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Professional learning communities (PLCs) are a prominent form of high-quality professional development (PD) that can provide opportunities for teachers to collaborate, share teaching strategies, reflect on teaching practices, and create mutually supportive and collegial teaching environments. PLCs hold much promise as a PD model for music educators and as an effective way to improve student learning and reduce teacher isolation. Although professional teaching organizations and scholars support PLCs and teacher collaboration, most public schools do not provide opportunities for music educators to collaborate with their colleagues. This article emphasizes the need for collaboration among music teachers and offers viable strategies for administrators and music educators to create and implement PLCs within schools and districts.
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Koh, Joyce Hwee Ling, Ching Sing Chai, and Wei Ying Lim. "Teacher Professional Development for TPACK-21CL." Journal of Educational Computing Research 55, no. 2 (July 26, 2016): 172–96. http://dx.doi.org/10.1177/0735633116656848.
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This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers’ confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed.
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Pohan, Rahmadanni. "PERAN GURU MADRASAH IBTIDAIYAH SWASTA KOTA PEKANBARU DALAM PROSES PEMBELAJARAN TEMATIK." Al-Ihda' : Jurnal Pendidikan dan Pemikiran 12, no. 2 (February 20, 2022): 31–47. http://dx.doi.org/10.55558/alihda.v12i2.6.
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Teachers are professionals who are tasked with planning and implementing the learning process, assessing the results of learning, guiding and training, and conductingresearch and community service. There are a number of things that cause low publicrecognition of the teaching profession, namely the low level of professional competence,teacher mastery of the material and teaching methods are still below the standard. Thepurpose of this study was to determine the role of Madrasah Ibtidaiyah teachers in thethematic learning process and find out what are the factors that support the role ofMadrasah Ibtidaiyah teachers in the thematic learning process.Qualitative descriptive research (naturalistic approach) from January to June2018 in Private Islamic Madrasah in Pekanbaru City. Data collection technique;nonparticipant observation, interviews, and documentation. Data analysis is reduction,display, and conclusion drawing / verification and source and technique triangulation.The results are indicated by the job description of the teacher in carrying outtheir duties as they should be able to increase the teacher's role in thematic learning,both in professional, social, personality, and pedagogic competence.
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Bredeson, Paul V. "Union Contracts and Teacher Professional Development." education policy analysis archives 9 (July 26, 2001): 26. http://dx.doi.org/10.14507/epaa.v9n26.2001.
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In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.
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Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.
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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
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Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (November 4, 2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.
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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.FindingsMost of the participating principals considered PLCs to influence not only the teacher-leader, but also PLC members and other teaching staff and processes. Principals perceived PLCs as influencing pedagogical processes for both teachers and students, as well as staff leadership processes. Principals reported facilitating the operation of PLCs in their schools by providing the necessary conditions or participating in PLC meetings.Research limitations/implicationsAlthough nearly 20 per cent of principals involved in the pilot agreed to participate, it was not possible to ensure a representative sample. Self-selection bias cannot be ruled out. Most participants were interviewed individually, with a minority later interviewed as a group to obtain a deeper understanding. Thus, the research should be regarded as exploratory.Originality/valueThe study provides a detailed description of how principals perceive and engage with PLCs. Its findings are relevant to international efforts to understand and leverage teacher PLCs for the purposes of teachers’ professional development and pupil attainment.
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Song, Zhanwen, and Ogunniran Moses Oladele. "The Impact of Professional Learning Communities on English Teacher Belief Change." International Journal of Linguistics 13, no. 3 (May 5, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i3.18606.
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This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a qualitative research design that used structured interviews with (fifteen) 15 English teachers as participants for the study. Thematic analysis was used to analyze the data. Findings showed that most participants had the right perspectives of their communities through the professional learning communities, which exert positive effects on English teacher belief change. Reflective dialog, feedback among teachers, collaborative activity, a shared sense of purpose, and collective focus on students' learning were found out to be the major characteristics of professional learning communities that affected English teacher belief change in Hospitality Institute of Sanya. The study recommended that teacher belief change needs to be monitored by the institution's authority, going by the nature of the activities that go on in the institution.
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Call, Kairen, Michael Christie, and Sue Simon. "Do Preservice Teachers Believe They Use the Australian Professional Standards for Teachers to Inform Their Professional Learning?" Australian Journal of Teacher Education 46, no. 6 (June 2021): 98–114. http://dx.doi.org/10.14221/ajte.2021v46n6.6.
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Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will present seminal research detailing trends in preservice teacher use of the APST aligned to their professional learning within the theoretical and practical components of their study.
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Noonan, James. "An Affinity for Learning: Teacher Identity and Powerful Professional Development." Journal of Teacher Education 70, no. 5 (August 10, 2018): 526–37. http://dx.doi.org/10.1177/0022487118788838.
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Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
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Mouza, Chrystalla. "Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration." Teachers College Record: The Voice of Scholarship in Education 111, no. 5 (May 2009): 1195–241. http://dx.doi.org/10.1177/016146810911100502.
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Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.