Journal of Professional Capital and Community最新文献

{"title":"Synthesizing as a power-laden facilitation practice in a networked improvement community","authors":"Carlos Sandoval","doi":"10.1108/jpcc-06-2022-0033","DOIUrl":"https://doi.org/10.1108/jpcc-06-2022-0033","url":null,"abstract":"PurposeThe purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement.Design/methodology/approachThis study is situated within a teacher preparation improvement network. Forty-four teacher educators from seven university-based teacher preparation programs participated in the network. Guided by practice theory (Feldman and Orlikowski, 2011), the author collected and analyzed network meetings and artifacts to unveil facilitation practices and their relation to power.FindingsSynthesizing emerged as a central facilitation practice. Facilitators' engagement in this practice produced power by constraining and enabling how network members participated. Finally, facilitators were systematically and advantageously positioned to prioritize some network members' perspectives while peripheralizing others'.Practical implicationsThis paper offers a concrete, detailed window into a core facilitation practice in a network and problematizes it to enable network leaders to be deliberate about facilitation decisions.Originality/valueFacilitation is a central component of effective networks (Rincón-Gallardo and Fullan, 2016) and is considered central to the work of networked improvement (Bryk et al., 2015), but there exists a dearth of research that offers insights into how facilitation comes to be enacted in practice. This study offers detailed insights into one such facilitation practice.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy","authors":"S. Tang, E. S. Lo, Fang-yin Yeh, M. Cheng","doi":"10.1108/jpcc-05-2022-0029","DOIUrl":"https://doi.org/10.1108/jpcc-05-2022-0029","url":null,"abstract":"PurposeThis study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.Design/methodology/approachThe study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.FindingsThe quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.Originality/valueThe paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative encounters of pedagogic partnership, and the development of collegial capital in higher education","authors":"H. Mariaye, Mark Price, S. Ramasawmy, J. Melvin, Tejwant Mohabeer","doi":"10.1108/jpcc-02-2022-0011","DOIUrl":"https://doi.org/10.1108/jpcc-02-2022-0011","url":null,"abstract":"PurposeThe study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions: one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning.Design/methodology/approachThe inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives.FindingsThe narratives reveal three emergent themes: shared purpose, shared responsibility – through focus, routinised dialogue and concreteness; collective and individual risk-taking – through negotiated decision-making; and trust in self and in peers – through reciprocity, caring, duality and building on stable practices.Research limitations/implicationsThe data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection.Originality/valueThe paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47684313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How a sense of collective efficacy influences teacher learning during change: the role of academic optimism and shared vision","authors":"Kristin Vanlommel, S. N. van den Boom-Muilenburg, Jan Thesingh, Èvi Kikken","doi":"10.1108/jpcc-03-2022-0018","DOIUrl":"https://doi.org/10.1108/jpcc-03-2022-0018","url":null,"abstract":"PurposeThe purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually confronted with. This learning is too often studied as a result of individual traits or structural factors, such as motivation or time. The authors investigated how teacher learning is influenced by academic optimism and shared vision.Design/methodology/approachThe authors administered an online web-based survey to 278 teachers in higher education, using the educational change to online learning due to the covid pandemic as a unique chance to study the role of collective cultural factors in teacher learning.FindingsResults showed how teachers characterized their learning, academic optimism and shared vision during the educational change to online learning resulting from the covid pandemic. The authors found that teacher learning was greatly influenced by teachers' collective sense of efficacy, an aspect of their academic optimism. Teachers' strong belief in each other, that they as fellow professionals could handle the challenging changes that the covid pandemic required, strongly enhanced teacher learning during the covid pandemic. Teachers' feeling of a professional community helped teacher to make sense of, and push through, the undeniable chaos that was the covid pandemic.Originality/valueCollective cultural factors are rarely studied in conjunction with educational change. Insights into how a collective culture of professionalism enhances or hinders teacher learning are important for theory, policy and practice as it helps understand how teacher teams can be supported to build their professional capital by learning from educational change.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45364701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Commentary: connected autonomy","authors":"M. Fullan, Brendan Spillane, Bailey Fullan","doi":"10.1108/jpcc-10-2022-105","DOIUrl":"https://doi.org/10.1108/jpcc-10-2022-105","url":null,"abstract":"","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' perceived sense of well-being through the lens of mattering: reclaiming the sense of community","authors":"I. Barrenechea","doi":"10.1108/jpcc-12-2021-0074","DOIUrl":"https://doi.org/10.1108/jpcc-12-2021-0074","url":null,"abstract":"PurposeThe concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.Design/methodology/approachTwenty-one South American Elementary Level teachers were interviewed for this qualitative study.FindingsThe paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.Originality/valueThis paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective","authors":"Cecilia Azorín, Antonio Portela, J. Nieto, María Begoña Alfageme","doi":"10.1108/jpcc-08-2022-0047","DOIUrl":"https://doi.org/10.1108/jpcc-08-2022-0047","url":null,"abstract":"PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48147147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile","authors":"Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa, J. P. Valenzuela","doi":"10.1108/jpcc-04-2022-0025","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0025","url":null,"abstract":"PurposeThis research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.Design/methodology/approachThis is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.FindingsParticipants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.Originality/valueThis work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bi-directional work-family conflict of home-based teachers in Taiwan during COVID-19: application of job demands-resources model","authors":"Chuan-Chung Hsieh, Jyun-Kai Liang, Huichao Li","doi":"10.1108/jpcc-04-2022-0022","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0022","url":null,"abstract":"PurposeDrawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator.Design/methodology/approachData for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.FindingsResults show that only family interfering with work conflict mediates the positive relationship of online teaching job demand with emotional exhaustion and negative relationship of online teaching job resource with emotional exhaustion. Results also evidence that mindfulness practiced by teachers can help them perceive their own feelings and thoughts non-judgmentally in face of job demands.Originality/valueWith the growing work-from-home trend, the current study revisits the impact of work demands and resources on work-family conflict, and examines whether Taiwanese teachers' perception towards online teaching would lead to different observations. The path that JD→WIF conflict→EE is well established in the literature, while COVID-19 brings to light another path JD→FIW conflict→EE, revealing insight into teachers' cognition and plight during the pandemic.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups","authors":"Ornat Turin, Shosh Davidson","doi":"10.1108/jpcc-04-2022-0023","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0023","url":null,"abstract":"PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}