Form Of Professional Development Research Articles

Promoting reflection in pre-service teachers through problem-based learning: an example from Canada

This article discusses the process, benefits, challenges and recommendations associated with the adoption of the Problem-based Learning (PBL) approach to promote reflection for pre-service teachers. Drawing upon Schön’s concept of reflection, this article explains how a pre-service course in Canada aims to promote the participants’ ‘reflection in action’ of assessment content knowledge and professional competence through PBL. The article points out that PBL enables the pre-service teachers to critically reflect on assessment issues and make meaningful connections between their reflections and real-life teaching. The key challenges are the facilitators’ inadequate understanding of using PBL to promote reflection, as well as the pre-service teachers’ struggle with time constraint and juggling between their need for teacher guidance, group collaboration and self-directed study. To address these challenges, the article recommends formal professional development sessions for the PBL instructors, and the achievement of a balance between learner autonomy and teacher guidance.

Improving teacher education in the Netherlands: data team as learning team?

Using data in a professional learning community is a promising form of professional development. In this study, we followed a data team of teacher educators, who systematically tried to improve the education of student teachers (by decreasing first year drop-out). By conducting a single case study, we investigated the data team participants' learning in depth. We analysed the team's conversations and investigated the role of the data coach. The results of our observations and interviews showed that the conversations in the data team (1) provided a context for learning; (2) were relevant and slowly reached a higher level of inquiry as the meetings continued; (3) were focused on teaching and learning, although the action plan developed involved general actions and was not so much related to their own teaching and learning; (4) could reach greater depth when the conversations were informed by data.

The makerspace experience and teacher professional development

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative form of professional development for implementation within a traditional conference format. Both to match innovation and to accommodate a traditional time frame (one hour), the concept of makerspace was chosen. Multiple makerspace sessions were developed as professional development opportunities. The participant, practicing teachers would be experiencing the makerspace as if they were students. The research team wanted to explore the experiences and perceptions of the participants from multiple perspectives, including those who participated as learners and those who participated as facilitators, or leaders as termed in this article. A phenomenological approach was used to analyze data collected from three instruments: participant survey; leader reflection; and observer protocol. The data collected allowed researchers to observe a makerspace experience from multiple perspectives, thereby providing insight into the use of makerspaces as professional development and within the educational setting as a whole.

A Learning Community of Colleagues Enhancing Practice

This article shares a promising practice: collegial visits. During collegial visits, educators watch a colleague teach a lesson about a predetermined focus as a form of professional development. Educators, including the host teacher, debrief after the lesson. These visits are part of a cycle of learning that moves from theory to practice, and the model is grounded in the research about professional learning communities. Collegial visits help foster a culture of sharing and collective ownership, while empowering teacher leadership.

Leading learning: the role of school leaders in supporting continuous professional development

In contemporary school settings, leaders seeking to support professional development are faced with many challenges. These challenges call for educators who can undertake professional learning that is continuous and adaptive to change. As a term, continuous professional development (CPD) reflects many different forms of professional development in face-to-face and online contexts. However, as school leaders seek to facilitate effective CPD, identifying the best model of CPD for each school community remains a challenge. This mixed-methods study sought to understand the contextual factors that influence how school leaders facilitate CPD within their communities. Drawing on data from three school case studies and questionnaire responses from a broader sample of 102 school leaders across 17 schools, the researchers examined leaders’ changing perceptions, the school-based professional development support structures and the ways in which educators employed both structured and unstructured time for professional learning. Findings draw attention to two key areas: first, that leaders increasingly prefer technology-mediated, informal professional learning over more traditional and structured forms; and, second, that leaders are drawing on insights from popular thinkers in education aided by the expanded networks which current technology tools afford.

A fertile matrix: the birth of the Forensic Psychotherapy Society

This paper traces some aspects of the fertile matrix within which, over many years, the application of a psychoanalytic perspective to clinical work with the most severely mentally ill, difficult and at times frightening patients in secure and community settings has evolved and now led to the recent inauguration of the Forensic Psychotherapy Society (FPS), a new Member Institution of the British Psychoanalytic Council. The Society provides both a framework for a national, multidisciplinary professional training in psychodynamic forensic psychotherapy and the potential launching pad for an active post-qualification organisation supporting CPD and all other forms of professional development. The particular contributions to the birth of the FPS of the Forensic Psychotherapy Department at West London Mental Health NHS Trust, partly because we know it best but also because it is part of the largest forensic psychiatric service in the United Kingdom, are described.

Collaborative lesson research: maximizing the impact of lesson study

New common standards for mathematics were adopted by most of the states in the US by 2010. Achieving these standards, however, is a challenge, since they require significant changes in how mathematics is taught. Lesson study (jugyou kenkyuu) is a form of professional development that has been credited for supporting profound changes in teaching in Japan, but its effectiveness outside of Japan has been uneven. From research on school-based lesson study in Japan and from the research on and experience with lesson study in schools in the US, the authors hypothesize that certain institutional structures and practices are important for maximizing its impact, but are sometimes omitted from lesson study outside of Japan. The authors introduce a new term: collaborative lesson research (CLR), defined to include those structures and practices. A three-phase model of school-based CLR, focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the US. This paper provides details of the pilot program and preliminary results from some of the partner schools.

Teaching Children with High Functioning Autism – What Teachers Understand About High Functioning Autism and What Support They Would Like to Receive.

Teachers are often faced with the challenge of teaching students with high functioning autism without any formal professional development in autism. Resource Teachers of Learning and Behaviour (RTLB) are a service which is able to provide short-term support for teachers. One ofthe roles of RTLB is to provide teachers with the required support to further develop their skills to enable them to effectively teach students with high functioning autism. The current study explored teachers’ understanding of high functioning autism and aimed to identify what support teachers of these students would like to receive. Results indicated that, contrary to some previous studies, teachers have an understanding of the characteristics of autism. Results also identified support that teachers would like to receive. The supports identified are supports that RTLB are able to provide.

Developing the digital literacies of academic staff: an institutional approach

Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: Learning and teaching Research Communication and collaboration Administration For each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1) formal professional development schemes and (2) the use of a ‘School-based’ approach. It examines the successes and challenges of the University of Brighton’s scheme and makes some suggestions for subsequent steps including taking a course-level approach. Keywords: e-Learning; staff development; digital competency; digital leadership (Published: 11 October 2016) Citation: Research in Learning Technology 2016, 24 : 31501 - http://dx.doi.org/10.3402/rlt.v24.31501

Academic Staffs Apathy towards Formal Professional Development Programmes at North-West University

The purpose of this study was to explore reasons for academics’ apathy towards formal professional development programmes at North-West University. The research design was essentially descriptive, employing both qualitative and quantitative research techniques to gather and analyse data. Three techniques, namely, questionnaire surveys, analysis of university documentary sources on professional development, and literature review, were utilised to obtain information. Despite all the perceived impediments to professional development, the respondents felt optimistic that with the necessary interventions, the outlook of professional development in Higher Education Institutions (HEI) is positive. However, there is an urgent need to take stock of the effectiveness of the current professional development initiatives and the findings from this study would serve as a basis for professional development initiatives in HEI. To this end the University needs to institute periodic needs assessment for professional development for both academics and the Institutions as a whole.

“PD is where teachers are learning!” high school social studies teachers׳ formal and informal professional learning

The present study used social learning theory and situated learning theory as a way to examine secondary social studies teacher participants׳ formal and informal professional learning. Existing literature is just beginning to attend to the potential of informal professional learning and to distinguish between formal and informal professional learning, so this exploratory study used observations of scheduled and spontaneous professional learning experiences, semi-structured interviews with 12 secondary social studies teachers, and relevant documents to consider the following research question: In what ways do high school social studies teacher participants engage in formal and informal professional learning? Results indicate that while secondary social studies teachers engage in a variety of formal and informal professional learning experiences, their informal learning experiences are the most valuable and significant for their classroom practice. While informal professional learning is not a replacement for traditional formal professional learning, lessons learned here can inform ways to improve formal professional learning and to capitalize upon teachers’ existing informal professional learning experiences. This study provides insight into the ways in which social studies teachers support their growth outside of formal professional development.

The Social Validity of Bug-in-Ear Coaching: Findings From Two Studies Implemented in Inclusive Early Childhood Environments

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators’ perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development.

Development to learning: semantic shifts in professional autonomy and school leadership

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.

Reflection training as a form of professional development for physiotherapy clinical educators

An important aspect of improving clinical supervision teaching skills is providing opportunities for educators to reflect on and develop confidence in their teaching approaches (Patton, 2013).

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Standards-based education reforms and intensified accountability regimes are now a feature of most countries’ agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and ‘valuable’ professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the stella2.0 project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the stella2.0 project, and in the process ‘speak back’ to standards-based reform policies that undermine English educators’ agency and professionalism.

Learning Rounds: what the literature tells us (and what it doesn’t)

Learning Rounds is a form of professional development that has gained widespread currency in Scotland. It has received official endorsement from Scottish Government funded agencies and has spread as a practice through at least 24 out of 32 local authorities, in part through popular adoption by teachers. However the literature on Instructional Rounds that informs Learning Rounds is not as well known in Scotland as the practice of Learning Rounds itself. An earlier small scale study of Learning Rounds in Scotland suggests that practice varies significantly from school to school and from the original practices of Instructional Rounds. This literature review provides a critical survey of the existing literature on Instructional Rounds and Learning Rounds. This is intended to enable educators to be more informed about whether to adopt the practice and how to develop and evaluate the practice if they do.

Contemporary practice in professional learning and development of early childhood educators in Australia: reflections on what works and why

Continuous professional learning and development (PLD) is an essential component of effective practice in any profession. PLD as a professional responsibility and workplace requirement in early childhood (EC) settings is now embedded in Australian national policy. What PLD looks like and how it happens in EC settings is a hot topic both locally and internationally. Much of this discussion is associated with major reforms in the EC policy landscape. Increasingly, approaches to PLD are being documented as research inquiry in EC journals. Traditional forms of professional development delivered collectively to educators from diverse backgrounds are being questioned in terms of influencing changes in practice. This article will unpack current thinking on PLD of EC educators using research conducted in EC settings in Sydney. The article will outline what strategies were successful, and how and why these strategies enhanced practice. Adopting Hujala’s contextual theory of leadership, examples illustrate how the organisational context and the integration of individual capabilities of educators align in promoting sustained professional growth. Findings highlight the importance of adopting a strategic approach to both organisational improvement and professional advancement of educators at different stages of their careers.

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

Teacher learning does not solely occur within formal professional development activities; in fact, the majority of learning occurs through daily practice. The current study focuses on this everyday learning and examines primary teachers' informal learning. Results showed that teachers learn through a variety of learning activities including ‘experimenting’, ‘reflection’, ‘learning from others without interaction’ and ‘collaboration’. In addition, differences between novice and more experienced teachers were identified. More experienced teachers learn as much as their novice colleagues, however they undertake different learning activities. Finally, results reveal that although collaboration is an important source of learning, primary teachers value their autonomy.

Collaborative design as a form of professional development

Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities.