Teacher Professional Growth Research Articles

Examining teachers' learning through a project-based learning lesson study: a case study in China

PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

Characterizing teachers' collective learning through lesson study as document development: a case study in China

PurposeThis study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.

A Study on the Development of Elementary School Teacher Professional Growth Scale

<p>教師專業是提升教育品質的關鍵，也是教育成功的基礎，然而目前國內的專業成長量表多是著重在教師自己認知目前專業成長的程度，並非強調是參加專業發展活動或研習後的專業成長程度，因此量表可能有侷限性，不符合使用。所以，本研究目的在以實踐取向為依歸，編制一套適合衡量教師在參加專業發展活動後的專業成長量表。本研究透過探索性因素分析、驗證性因素分析、聚斂效度、區別效度以及測量恆等性等步驟，編製教師專業成長的量表，量表內涵在文獻探討時一共包含專業知能（以教學工作為主軸）、專業倫理與態度（包含教師理念、反思等）、專業實踐（強調學習是否能實際應用在教學上，並且以關注學生學習為焦點），三個構面。經過14位學者專家的修訂，以及314樣本進行量表預試分析與因素結構探索，建構出四個構面分別為專業倫理、專業實踐、專業知能以及專業反思。而後以656名正式樣本進行量表之驗證性因素分析、聚斂效度、區別效度以及年資測量恆等性等各項考驗。研究結果顯示，本量表建構的二階四因素模式具有良好的契合度，且本量表模式更具有跨樣本的穩定性，同時適用不同年資群組的分析。整體而言，本研究量表具有實務應用之參考價值。</p> <p> </p><p>It is the key element to improve the quality of education as well as the foundation of educational success by improving teachers’ teaching profession. However, the current scales used for professional growth are mostly focused on teachers’ personal perception of their professional growth level, rather than the profession degree after participating in the professional development activities or studies. Therefore, the scale may be limited and unsuitable for use in that case. Thence, the purpose of this research is to develop a set of Professional Growth Scales which is suitable for measuring the degree of teachers’ professional growth after participating in professional development activities based on practice orientation. Via the steps of exploratory factor analysis, confirmatory factor analysis, convergent validity, discriminant validity, and measurement invariance, this research has developed a scale for teachers’ authentic participation in professional learning communities. There are three dimensions considered and discussed in the literature review to be the connotation of this scale. They are professional knowledge and ability which focus on teaching tasks, professional ethics and attitude including teachers’ teaching philosophy and reflection, and professional practice with emphasizing on practical teaching skills to assist students’ learning needs. After revision by 14 scholars and experts with 314 samples for pre-test analysis of the scale and exploration of factor structure, four dimensions were constructed. They are professional ethics, professional practice, professional knowledge and professional reflection. Then, 656 formal samples were employed to test the scales’ confirmatory factor analysis, convergent validity, discriminant validity and the identity of seniority measurement. The research results show that the second-order with four-factor model which constructed by this scale made a positive model fit, and it is applicable to analysis the different seniority groups. Overall, this research scale makes valuable reference for practical application.</p> <p> </p>

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

Some Applications of Graph Theory in Middle School Mathematics Teaching

In-service teachers need continuous learning and training, but their education and teaching tasks are very heavy. Can teachers not be separated from the classroom and work to learn, to improve the efficiency of both work and learning, so as to achieve a "win-win" situation? The concept of learning organization and knowledge management emphasizes the integration of work and learning, which provides the possibility for this kind of learning. For teachers, if they want to combine work and learning, action research is a good intermediary. Studying in work, learning in studying, thus teachers can achieve professional development. Organizational learning is the most fundamental feature of a learning organization. So it is suggested to apply cooperative action research among teachers. Practice is the carrier of action research and the source of the generation and development of teachers' personal education knowledge. It is suggested to change the formula for teacher growth: experience + reflection + peer mutual assistance = growth. Or it can be said as: teacher's professional growth = practice + action research + organizational learning. Cooperative research based on practice is an ideal model for in-service teacher training based on teachers' personal education knowledge from the perspective of knowledge management. School-based research is one of the important forms of this training model.

K- 12 Teachers’ Needs and Challenges in Times of Pandemic: A Basis for Instructional Materials Development

Teachers in the Philippines have closed shifted to online learning, have more needs in teaching, and face several obstacles as a result of the COVID-19 epidemic. The goal of this descriptive correlational research is to identify teachers’ needs and challenges during this pandemic. According to the findings, a teacher’s priority needs during a pandemic were books as teaching and learning resources to integrate content into my instruction; video gadgets for learners to practice; and audio-learning instructional materials. In times of pandemic, the most difficult challenges for K-12 teachers were improving learning outcomes, adhering to COVID-19 safety protocols, and inspiring learners to be more self-directed. Finally, there was a strong link between teachers’ needs and challenges during pandemics. This demonstrates that when the needs were high, so were the challenges. It is suggested that DepEd officials and school principals prepare for future emergencies by developing clear emergency plans and fitting online mechanisms and training into current face-to-face classes and teacher professional growth. Keywords: K-12 teachers’, needs, challenges, and pandemic

Instructional Leadership Practices and Students’ Academic Performance in Morogoro Municipality, Tanzania

The purpose of this study was to examine instructional leadership practices of heads of schools which enhance students’ academic performance. This study used a case study research design whereby a sample size of 90 respondents that include 80 ordinary teachers, 7 heads of schools, 1 WEO, 1 MSEO, and 1 SQAO from zone office were selected. Data were collected through questionnaires, interviews and documentary reviews. Quantitative data was analyzed by using SPSS version 25 to establish frequencies and percentages then presented by frequency tables. The qualitative data were analyzed thematically to add explanatory information to the quantitative findings. Findings of the study revealed that majority of heads of schools often develop school goals which promote high standards and expectations for all students, provide data on school progress to school community, plan and budget teaching and learning resources basing on school priority and students’ needs, set meetings for staffs’ discussions on their professional learning and practices. The study recommended that, heads of schools as instructional leaders should effectively and collaboratively define and communicate school goals, monitoring teaching and learning process, ensure adequate teaching and learning resources along with promoting teachers professional growth in order to enhance academic performance of their students.

The development of teachers' knowledge in a lesson study

PurposeThis paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

ABSTRACT Empathy is a form of perception in which individuals access the perspectives of others about the world in order to build knowledge about it. It is also a source of self-knowledge because, as a con- sequence of learning how others see us, we can regulate and refine how we see ourselves. Empathy is, therefore, an important capacity through which social cohesion is created. The aim of this paper is to consider the role of professional empathy between teachers when they engage in collective professional development activities, recognising that fear of the critical gaze and the potential for shame can inhibit participation. In order to do this, phenomenological ideas in relation to the formation of social bonds and empathy are explored. Ideas of professional visibility as a form of vulnerability are also examined. This paper explores the importance of professional empathy then posits the need for it to promote effective collective teacher development. A framework for enabling a culture of professional empathy in support of teacher professional growth is offered that highlights the need for three simultaneous forms of engagement; the collective, the interpersonal and the individual.

Sociocultural factors in the development of the professional worldview of a modern teacher: challenges of the new world of education

Introduction. The teacher's professional worldview is the basic component that forms the educational space, which determines its nature and the future of education as a whole. The problems of forming a teacher's professional worldview and determining its meaningful essence are significant for discussion and discussion within the framework of the modern educational agenda, since the modern socio-cultural space is characterized by a high degree of turbulence in social processes, "blurring" of the teacher's professional image, uncertainty of his professional values and ideals. The purpose of the article is to analyze and systematize the factors influencing the formation and development of the teacher's professional worldview in the structure of the life cycle of the profession “teacher”.Materials and Methods. Methods of analysis, systematization and generalization of scientific literature on the research problem were used.Results. The article analyzes the influence of trends and challenges of the modern socio-cultural space, including transformations in the pedagogical education environment, as factors influencing the formation of a teacher's professional worldview. The article presents the reasoning about the transformation of the modern model of pedagogical education, the nature of interaction in the "student-teacher" system of the professional education of a teacher, the essential core of which is the professional worldview of the future teacher, who absorbs the complex phenomenon of his professional life. In the article, the author identifies two types of trends and factors influencing the professional worldview of a teacher: general sociocultural, university and pedagogical trends proper.Discussion and Conclusions. In the conclusions, the author emphasizes the need to implement the idea of a regional socio-pedagogical cluster as a single space for the teacher's professional growth and the development of his professional worldview.

The Potential of Professional Networks in the Formation of Teachers’ Readiness to Exchange Knowledge

Problem and goal. The article actualizes the problem of improving the quality of Russian education by creating conditions for continuous professional development of teachers. It is proposed to intensify the knowledge exchange between them by means of network professional communities. The goal of the article is to describe the potential of network professional communities in the formation of teachers’ readiness to exchange knowledge. Methodology. The methodological basis of the study is a synergetic approach, according to which professional relationships motivate teachers to obtain new knowledge. The network professional community is a single developing and non-linear organism that stimulates professional growth of teachers. Research results. The author’s solutions for the implementation of knowledge exchange in professional communications are described. They were embodied in both formal ways of educating teachers (advanced training, professional retraining) and informal (network professional communities, webinars of current educational problems). The process of forming teachers’ readiness to exchange knowledge is characterized: subjects, methods, and means are presented. The potential of network professional communities acting as a space for updating the methodological solutions of educators and discussion of current problems of teaching modern schoolchildren is indicated. The conclusion is that online professional communities contain the potential to build educators’ readiness to exchange knowledge, and therefore need to improve the tools used for knowledge exchange.

Reflective Practice in Teacher Education: A Look into Past and Present Theories, and Some Pertinent Issues

Many educators regard the practice of pedagogical reflection as a prime motivator in the professional growth of teachers. This idea has spurred the realization of the practice of reflection since the early stages of the university's teacher education program. Several scholars have developed their ideas regarding excellent practices in reflection throughout the years. They presented methodologies, concepts, and ways to construct the course of reflection from non-reflective to critical reflective by identifying the reflective thought process and underpinning the degrees of reflection. These ideas would also allow educators to create evaluations for reflective practice. However, this sound theoretical framework is frequently riddled with flaws that linger to the present time, particularly about the extent to which such activity will provide noteworthy growth for teachers, as well as the legitimacy of its reflexivity itself. This paper tries to revisit the origin of the concept, the development, and pinpoint the persistent issues. This, hopefully, would enable us to seek the deeper insight into the dynamics of reflective practice in teacher education program.

Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth

Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth

An extended model of school-university partnership for professional development: bridging universities’ theoretical knowledge and teachers’ practical knowledge

ABSTRACT The United Nations Sustainable Development Goal (SDG) 4: Quality Education has recently driven more outreach teacher professional development (PD) programmes. While research evidence shows the importance of school-university partnerships for effective PD programmes, this research area remains under-investigated in many developing countries, including Malaysia. This qualitative study investigated the experiences and perspectives of 40 primary school teachers who participated in a three-phase, school-university PD programme. Phase 1 emphasised reflective pedagogy and co-development of teaching interventions. Phase 2 focused on classroom teaching intervention and continuous feedback on teaching methods, whereas Phase 3 consisted of interview sessions. Guided by the ‘Interconnected Model of Teacher Professional Growth’, an extended version of the model was developed to include an emerging domain; the Initial Positive Perception Domain. This domain addresses teachers’ voluntary involvement and their clear intention to collaborate with the university researchers. Most importantly, this domain facilitates positive interaction between the existing domains in the model by promoting teachers’ reflective pedagogical practice and strengthening the collective learning community. This study provides explicit evidence that a teacher’s initial positive perception towards school-university partnership serves as a fundamental bridge between theoretical knowledge and practical knowledge for developing highly effective PD programmes.

COVID-19 Pandemic as A Catalyst for Fostering Reformed Pedagogy in Science Education

The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study adopted a phenomenological design located within the critical paradigm. The empirical investigation involved 21 purposively selected in-service science teachers enrolled for postgraduate studies in science education at a South African university. Critical theory was adopted as a theoretical lens to provide insightful elucidation into how science teachers negotiated and transformed their pedagogical practices in response to the formidable challenges posed by COVID-19 pandemic. The COVID-19 pandemic critically exposed socio-economic disparities in science teaching and learning within the broader South African context. Under-resourced schools represented inappropriate educational entities which rendered encouragement of critical thinking and promotion of innovative pedagogical practices extremely difficult to realize. Science teachers at under-resourced schools were largely left to their own devices when navigating formidable challenges posed by the prevalence of COVID-19 pandemic. This dilemma represents a structural problem that ought to be addressed as a matter of priority in order to ensure social justice in terms of the creation of conducive teaching and learning environments at under-resourced schools in particular. Meaningful transformation of pedagogy remains an arduous task in the face of fundamental challenges afflicting teacher professional growth and its ramifications.

Co-teaching as an opportunity for mentor teacher professional growth

PurposeA growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.Design/methodology/approachIn order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.FindingsResults indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.Originality/valueThis study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.

Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program

This study reports on a Professional Development Program (PDP) designed to raise teachers' subject-specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observations, and video-stimulated interviews. The PDP resulted in change in both teachers' subject-specific language awareness and related teaching behaviour. Teachers' sense of responsibility to address students' language learning appeared to be relevant for teachers' change of behaviour.

THESPIRITUALITY OF BEING A PRIMARY TEACHER SCHOOL IN A CHANGING CONTEXT TO BECOME A PROFESSIONAL TEACHER

This article would like to present the issue of conducting and behaving in accordance with the professional ethics of teachers, especially primary school teachers, must work to develop learners with a teacher spirit; teachers must be good role models; teachers must have morals; teachers must be strong citizens; and teachers must be able to maintain themselves to respect the faith of students and community members. By examining, synthesizing, and incorporating the body of knowledge on teacher values, teacher professional ethics, morality, teacher ethics, teacher spirit, teacher law, and circumstances for teacher professional growth, employing case studies, reflection practice, and experiential learning management to apply for self-development as a competent teacher who is informed, up to date, and up to date. However, because of how quickly the world is changing, pupils' conduct outside of the classroom differs significantly from that within, children that are able to speak with one another outside of the classroom engage in a wide range of activities, and even distance is seldom ever a barrier when it comes to emulating behavior. According to the author, spiritual concerns, including the spirit of teaching, have been falling while consumerism and technology have made it easier to get along, the author believes that Thai education has reached a turning point.

A narrative inquiry of three elementary teachers’ professional development: A teacher-researcher’s investigation of English teacher professional growth

The purpose of this study is to report on a teacher-researcher’s investigation of the processes and influencing factors of three expert elementary English teachers’ professional development. Propelled by her own need and desire to be a professionally developed English teacher herself, the teacher-researcher employed the narrative-inquiry technique and requested the three teachers to tell dichronically the stories of the life before and after working as a teacher in relation to becoming an expert teacher. The narratives of the three teachers present the paths they walked on from the point of unskilled teachers to that of expert teachers. Content analyses of their narratives revealed five contributing characteristics: taking pleasure in communicating in English, actualizing knowledge into practice, established views on essentials for students’ learning, actively seeking and participating in opportunities for professional growth, and involvement in teacher communities facilitating teacher development. It was also found that liking English before starting to teach, TEE certification, substantial overseas training and stay experiences were not necessary to growing into an expert teacher and that professional development into an expert teacher was possible within a relatively short period. Implications of the findings are discussed and further research proposed.

SCIENTIFIC AND METHODOLOGICAL WORK IN A PEDAGOGICAL INSTITUTION OF HIGHER EDUCATION AS A MEANS OF PROFESSIONAL DEVELOPMENT OF SCIENTIFIC AND PEDAGOGICAL WORKERS

The article highlights theoretical and applied aspects of the role and place of scientific-methodical work in a pedagogical institution of higher education as a means of advanced training (professional growth) of academic and teaching staff.Based on the results of analysis of scientific literature and generalization of experience, the article determines the essence of scientific-methodical work of teachers and its direction as a component of the educational process in pedagogical HEIs. In the context of considering quality and effectiveness of scientific-methodical work for professional growth of teachers, the article clarifies its direction, characterizes the main content in accordance with the priorities identified by respondents, names forms of organization, and points out peculiarities of an integrated process of educational and scientific activities. The article generalizes scientific works and experience. This allows us to represent systems of scientific-methodical work and formation and development of scientific-methodical competence of the teacher in pedagogical HEIs in the form of structural logical schemes. The article identifies factors and requirements that influence the level and quality of scientific-methodical work as a means of developing professional skills of teachers and formation of their scientific-methodical competence. The article draws the range of issues, solution of which gives progressive (innovative) nature to scientific-methodical work. That in turn increases its potential as a means of developing HEIs in general and of each teacher individually. The article singles out key parameters, criteria and stages of diagnostics in scientific and methodical work. It is found that the objectively planned, innovative, systematically controlled and motivated scientific and methodical work has a positive direct and indirect effect on advanced training of research and teaching staff of HEIs.