Pub Date : 2021-08-26DOI: 10.1108/jpcc-11-2020-0090
S. Kolber, Keith Heggart
PurposeThis paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact.Design/methodology/approachThis paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021.FindingsThe paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration.Research limitations/implicationsThis paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specifically. The authors propose that the use of Twitter fora, as those outlined, provides a legitimate form of professional development, and does contribute to the development of pracademics.Originality/valueThis piece itself is an output of pracademia; through the writing of this paper, the authors show that pracademia is possible through teacher and researcher collaboration. The focus on online spaces, pracademic teachers and a coverage of what's occurring provide a new agenda for further research and consideration.
{"title":"Education focused pracademics on twitter: building democratic fora","authors":"S. Kolber, Keith Heggart","doi":"10.1108/jpcc-11-2020-0090","DOIUrl":"https://doi.org/10.1108/jpcc-11-2020-0090","url":null,"abstract":"PurposeThis paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact.Design/methodology/approachThis paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021.FindingsThe paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration.Research limitations/implicationsThis paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specifically. The authors propose that the use of Twitter fora, as those outlined, provides a legitimate form of professional development, and does contribute to the development of pracademics.Originality/valueThis piece itself is an output of pracademia; through the writing of this paper, the authors show that pracademia is possible through teacher and researcher collaboration. The focus on online spaces, pracademic teachers and a coverage of what's occurring provide a new agenda for further research and consideration.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42734778","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}
Pub Date : 2021-08-23DOI: 10.1108/jpcc-04-2021-0022
Chun Sing Maxwell Ho, T. W. Man
PurposeThis study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions.Design/methodology/approachUsing a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities.FindingsThe results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions.Originality/valueThese findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.
{"title":"The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities","authors":"Chun Sing Maxwell Ho, T. W. Man","doi":"10.1108/jpcc-04-2021-0022","DOIUrl":"https://doi.org/10.1108/jpcc-04-2021-0022","url":null,"abstract":"PurposeThis study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions.Design/methodology/approachUsing a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities.FindingsThe results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions.Originality/valueThese findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"11 23","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308898","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}
Pub Date : 2021-07-29DOI: 10.1108/jpcc-11-2020-0093
J. Mynott, Michaela Zimmatore
PurposeProductive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics.Design/methodology/approachUsing two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work.FindingsTime, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals.Originality/valueWhile it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study.
目的生产性摩擦（Ward et al.，2011）可能存在于实践学跨越其不同身份边界的过程中。通过对两种合作实践的自我感知的探索，本文将考虑组织和职业因素（Evetts，2009）的存在，这些因素会给实践带来职业摩擦。设计/方法论/方法使用两个连续的课程学习周期作为边界对象，作者将通过空间方法考虑他们的实践身份。他们的看法通过半结构化的定性访谈和随后的主题分析来表达。然后，通过Engeström（2001）的学习阶段对这一分析进行了探索，以考虑实践学如何在其身份的矛盾中以及在其背景和工作中相互作用。发现时间、目的、整合和协作都是影响实践身份的因素。对于这些主题中的每一个，实践学都会经历摩擦并找到解决方案。由于这些主题各不相同，也有未解决的摩擦时刻，实践派仅凭他们的热情来维持他们的工作。出现了对时间和实践可见性的限制。探索这些压力点及其解决方案是了解如何进一步得到其他专业人员支持的关键。独创性/价值虽然不可能从两个小学实习的经历和看法中得出大的结论，但他们的经历和对情境压力点的理解可能有助于其他实习的支持，并与他们的经历产生共鸣，特别是如果他们正在使用课程研究。
{"title":"Pracademic productive friction: boundary crossing and pressure points","authors":"J. Mynott, Michaela Zimmatore","doi":"10.1108/jpcc-11-2020-0093","DOIUrl":"https://doi.org/10.1108/jpcc-11-2020-0093","url":null,"abstract":"PurposeProductive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics.Design/methodology/approachUsing two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work.FindingsTime, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals.Originality/valueWhile it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992161","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}
PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.
{"title":"Exploring perceptions of pracademics in an Arab context","authors":"Youmen Chaaban, Abdellatif Sellami, Rania Sawalhi, Elkhouly Marwa","doi":"10.1108/jpcc-11-2020-0091","DOIUrl":"https://doi.org/10.1108/jpcc-11-2020-0091","url":null,"abstract":"PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45573366","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}
Pub Date : 2021-07-20DOI: 10.1108/JPCC-12-2020-0100
Scott Eacott
PurposeThe pracademia movement is gaining increasing traction in education, particularly in educational leadership. Offered as a means to bridge practice and academia, questions remain as to whether it resolves or perpetuates the theory–practice divide. This paper systematically approaches this problem.Design/methodology/approachTheoretically informed by the relational approach, this conceptual paper articulates the preliminaries and underlying assumptions of pracademia before exploring the implications for the field of educational leadership.FindingsHaving established the underlying assumptions, this paper offers three standards – description, explanation and alternative – for assessing knowledge claims in the field that does not default to distinct knowledge worlds (e.g. academic, practice) or categories of knowledge generators (e.g. academics, practitioners, pracademics).Originality/valueThrough a relational approach, this work breaks down the boundaries of theory and practice to offer a new way of thinking about knowledge claims. The new approach is consistent with the intent of bridging theory and practice without the need to assume them to be separate in the first place.
{"title":"Pracademia: an answer but not the answer to an enduring question","authors":"Scott Eacott","doi":"10.1108/JPCC-12-2020-0100","DOIUrl":"https://doi.org/10.1108/JPCC-12-2020-0100","url":null,"abstract":"PurposeThe pracademia movement is gaining increasing traction in education, particularly in educational leadership. Offered as a means to bridge practice and academia, questions remain as to whether it resolves or perpetuates the theory–practice divide. This paper systematically approaches this problem.Design/methodology/approachTheoretically informed by the relational approach, this conceptual paper articulates the preliminaries and underlying assumptions of pracademia before exploring the implications for the field of educational leadership.FindingsHaving established the underlying assumptions, this paper offers three standards – description, explanation and alternative – for assessing knowledge claims in the field that does not default to distinct knowledge worlds (e.g. academic, practice) or categories of knowledge generators (e.g. academics, practitioners, pracademics).Originality/valueThrough a relational approach, this work breaks down the boundaries of theory and practice to offer a new way of thinking about knowledge claims. The new approach is consistent with the intent of bridging theory and practice without the need to assume them to be separate in the first place.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45521694","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}
Pub Date : 2021-07-02DOI: 10.1108/JPCC-01-2021-0002
Meghan Comstock, J. Supovitz, Maya Kaul
PurposeThis study examines the relational dynamics between teachers and formal teacher leaders (TLs). We examine the association between relationship structure and leader-member exchange (LMX) quality and the extent to which LMX mediates the relationship between social network (SN) measures of dyadic relationships and TL influence.Design/methodology/approachUsing survey data from 1,895 teacher-TL relationships, we employ path mediation analysis using hierarchical linear modeling.FindingsOur results indicate that voluntary advice-seeking and multiplex ties are associated with stronger exchange quality between teachers and TLs. In addition, LMX partially mediates the relationship between voluntary ties and TL influence.Originality/valueSN and LMX theories offer two complementary lenses for studying relational dynamics in organizations, though they seldom are used together, especially in education. This study bridges SN and LMX theories and measures to bolster studies of relational dynamics in organizations and highlights that in the case of formal teacher leadership, there is a need for school structures that enable teachers and TLs to seek out one another informally and develop strong social exchanges.
{"title":"Exchange quality in teacher leadership ties: examining relational quality using social network and leader-member exchange theories","authors":"Meghan Comstock, J. Supovitz, Maya Kaul","doi":"10.1108/JPCC-01-2021-0002","DOIUrl":"https://doi.org/10.1108/JPCC-01-2021-0002","url":null,"abstract":"PurposeThis study examines the relational dynamics between teachers and formal teacher leaders (TLs). We examine the association between relationship structure and leader-member exchange (LMX) quality and the extent to which LMX mediates the relationship between social network (SN) measures of dyadic relationships and TL influence.Design/methodology/approachUsing survey data from 1,895 teacher-TL relationships, we employ path mediation analysis using hierarchical linear modeling.FindingsOur results indicate that voluntary advice-seeking and multiplex ties are associated with stronger exchange quality between teachers and TLs. In addition, LMX partially mediates the relationship between voluntary ties and TL influence.Originality/valueSN and LMX theories offer two complementary lenses for studying relational dynamics in organizations, though they seldom are used together, especially in education. This study bridges SN and LMX theories and measures to bolster studies of relational dynamics in organizations and highlights that in the case of formal teacher leadership, there is a need for school structures that enable teachers and TLs to seek out one another informally and develop strong social exchanges.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45691162","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}
Pub Date : 2021-06-22DOI: 10.1108/jpcc-11-2020-0086
Maya Kaul, J. Supovitz, Meghan Comstock
PurposeThis study investigates the reasons teachers seek instructional assistance from their colleagues. By examining both the reasons why teachers seek assistance and considering which reasons for seeking assistance predict shifts in teaching practice, this analysis provides new insights into how schools can leverage teachers' social networks for organizational change.Design/methodology/approachDrawing on interview and survey data from a sample of 52 schools across seven districts in the United States, we first qualitatively explore the reasons teachers seek instructional assistance, based on patterns in teachers' self-reported descriptions of their instructional advice-seeking. Then, we apply hierarchical linear models to predict which individual characteristics and organizational features influence the reasons' teachers seek assistance and which reasons for seeking assistance influence their subsequent shifts in teaching practice.FindingsTeachers' positions in their social networks, their experience levels and their organizational contexts predict the reasons for which they seek instructional assistance. In addition, teachers seeking advice based on perceptions of their peers' experience or resource access predicts positive shifts in teaching practice; however, fewer than half of teachers' instructional-advice seeking ties reported in our sample were motivated by either of these two reasons.Practical implicationsThe findings highlight the potential for school leaders and policymakers to improve teaching practice by making educators' experience and resources more accessible within schools and creating structures that enable collaboration.Originality/valueThis paper addresses a gap in social network literature by moving beyond a structuralist analysis of teachers' collegial networks to investigate teachers' motivations for pursuing advice-seeking ties.
{"title":"Investigating instructional influence in teachers' social networks","authors":"Maya Kaul, J. Supovitz, Meghan Comstock","doi":"10.1108/jpcc-11-2020-0086","DOIUrl":"https://doi.org/10.1108/jpcc-11-2020-0086","url":null,"abstract":"PurposeThis study investigates the reasons teachers seek instructional assistance from their colleagues. By examining both the reasons why teachers seek assistance and considering which reasons for seeking assistance predict shifts in teaching practice, this analysis provides new insights into how schools can leverage teachers' social networks for organizational change.Design/methodology/approachDrawing on interview and survey data from a sample of 52 schools across seven districts in the United States, we first qualitatively explore the reasons teachers seek instructional assistance, based on patterns in teachers' self-reported descriptions of their instructional advice-seeking. Then, we apply hierarchical linear models to predict which individual characteristics and organizational features influence the reasons' teachers seek assistance and which reasons for seeking assistance influence their subsequent shifts in teaching practice.FindingsTeachers' positions in their social networks, their experience levels and their organizational contexts predict the reasons for which they seek instructional assistance. In addition, teachers seeking advice based on perceptions of their peers' experience or resource access predicts positive shifts in teaching practice; however, fewer than half of teachers' instructional-advice seeking ties reported in our sample were motivated by either of these two reasons.Practical implicationsThe findings highlight the potential for school leaders and policymakers to improve teaching practice by making educators' experience and resources more accessible within schools and creating structures that enable collaboration.Originality/valueThis paper addresses a gap in social network literature by moving beyond a structuralist analysis of teachers' collegial networks to investigate teachers' motivations for pursuing advice-seeking ties.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336338","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}
Pub Date : 2021-05-11DOI: 10.1108/JPCC-12-2020-0102
Mette Liljenberg
PurposeThe purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance principals' instructional leadership.Design/methodology/approachThe paper draws on findings from a three-year PD initiative in a Swedish school district. The data consist of field notes and semi-structured interviews with principals and managers. Theoretically, the paper takes its starting point in the theory of practice architectures and the cultural-discursive, material-economic and social-political arrangements that shape practices.FindingsPractices for principals' PD require a fine balance to prevent the perception of hierarchical control. Designated time, common artifacts and external expertise are arrangements of practice that enable principals' PD. High expectations and relations between principals and managers both enable and constrain principals' PD. As trustful relations are of particular importance, the implication for managers and others organizing for principals' PD is to make sure that collaborative work settings also become a natural way of working for principals. As building relations takes time, a longer time perspective is also recommended.Practical implicationsThe findings have practical implications for educational leaders responsible for organizing PD practices for principals in any context.Originality/valueThis paper adopts a practice theory approach to its study of principals' PD and provide an elaborated illustration of arrangements that enable and constrain principals' PD in collegial settings.
{"title":"A professional development practice to enhance principals' instructional leadership – enabling and constraining arrangements","authors":"Mette Liljenberg","doi":"10.1108/JPCC-12-2020-0102","DOIUrl":"https://doi.org/10.1108/JPCC-12-2020-0102","url":null,"abstract":"PurposeThe purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance principals' instructional leadership.Design/methodology/approachThe paper draws on findings from a three-year PD initiative in a Swedish school district. The data consist of field notes and semi-structured interviews with principals and managers. Theoretically, the paper takes its starting point in the theory of practice architectures and the cultural-discursive, material-economic and social-political arrangements that shape practices.FindingsPractices for principals' PD require a fine balance to prevent the perception of hierarchical control. Designated time, common artifacts and external expertise are arrangements of practice that enable principals' PD. High expectations and relations between principals and managers both enable and constrain principals' PD. As trustful relations are of particular importance, the implication for managers and others organizing for principals' PD is to make sure that collaborative work settings also become a natural way of working for principals. As building relations takes time, a longer time perspective is also recommended.Practical implicationsThe findings have practical implications for educational leaders responsible for organizing PD practices for principals in any context.Originality/valueThis paper adopts a practice theory approach to its study of principals' PD and provide an elaborated illustration of arrangements that enable and constrain principals' PD in collegial settings.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"ahead-of-print 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47409764","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}
Pub Date : 2021-03-12DOI: 10.1108/jpcc-11-2020-0089
Joelle Rodway, Stephen MacGregor, Alan Daly, Yi-Hwa Liou, Susan Yonezawa, Mica Pollock
Purpose
The purpose of this paper is two-fold: (1) to offer a conceptual understanding of knowledge brokering from a sociometric point-of-view; and (2) to provide an empirical example of this conceptualization in an education context.
Design/methodology/approach
We use social network theory and analysis tools to explore knowledge exchange patterns among a group of teachers, instructional coaches and administrators who are collectively seeking to build increased capacity for effective mathematics instruction. We propose the concept of network activity to measure direct and indirect knowledge brokerage through the use of degree and betweenness centrality measures. Further, we propose network utility—measured by tie multiplexity—as a second key component of effective knowledge brokering.
Findings
Our findings suggest significant increases in both direct and indirect knowledge brokering activity across the network over time. Teachers, in particular, emerge as key knowledge brokers within this networked learning community. Importantly, there is also an increase in the number of resources exchanged through network relationships over time; the most active knowledge brokers in this social ecosystem are those individuals who are exchanging multiple forms of knowledge.
Originality/value
This study focuses on knowledge brokering as it presents itself in the relational patterns among educators within a social ecosystem. While it could be that formal organizational roles may encapsulate knowledge brokering across physical structures with an education system (e.g. between schools and central offices), these individuals are not necessarily the people who are most effectively brokering knowledge across actors within the broader social network.
{"title":"A network case of knowledge brokering","authors":"Joelle Rodway, Stephen MacGregor, Alan Daly, Yi-Hwa Liou, Susan Yonezawa, Mica Pollock","doi":"10.1108/jpcc-11-2020-0089","DOIUrl":"https://doi.org/10.1108/jpcc-11-2020-0089","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is two-fold: (1) to offer a conceptual understanding of knowledge brokering from a sociometric point-of-view; and (2) to provide an empirical example of this conceptualization in an education context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>We use social network theory and analysis tools to explore knowledge exchange patterns among a group of teachers, instructional coaches and administrators who are collectively seeking to build increased capacity for effective mathematics instruction. We propose the concept of network activity to measure direct and indirect knowledge brokerage through the use of degree and betweenness centrality measures. Further, we propose network utility—measured by tie multiplexity—as a second key component of effective knowledge brokering.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Our findings suggest significant increases in both direct and indirect knowledge brokering activity across the network over time. Teachers, in particular, emerge as key knowledge brokers within this networked learning community. Importantly, there is also an increase in the number of resources exchanged through network relationships over time; the most active knowledge brokers in this social ecosystem are those individuals who are exchanging multiple forms of knowledge.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study focuses on knowledge brokering as it presents itself in the relational patterns among educators within a social ecosystem. While it could be that formal organizational roles may encapsulate knowledge brokering across physical structures with an education system (e.g. between schools and central offices), these individuals are not necessarily the people who are most effectively brokering knowledge across actors within the broader social network.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"43 9","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504757","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}
Pub Date : 2021-03-05DOI: 10.1108/jpcc-07-2020-0051
Loes de Jong, Tom Wilderjans, Jacobiene Meirink, Wouter Schenke, Henk Sligte, Wilfried Admiraal
PurposeIn professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change.Design/methodology/approachQuestionnaires were completed by a total of 2.111 teachers from 15 Dutch secondary schools for three years. With the use of multilevel regression analyses, the research questions were answered.FindingsAlthough the development of a school toward a PLC seems to be a slow process, the findings demonstrate the influence of school conditions on this development. Human resource management (HRM) stands out, as this school condition has a direct and longitudinal effect on the change.Practical implicationsThe main recommendation is to embed PLC elements in HRM policies such as facilitating teachers to collaboratively work and learn and aligning teachers' professional development with schools' vision and ambitions.Originality/valuePLCs have been studied occasionally in longitudinal in-depth case studies or in large-scale, cross-sectional research. This large-scale longitudinal study provides insights into the sustainability of schools as PLCs and the school conditions that are associated with sustainability.
{"title":"Teachers’ perceptions of their schools changing toward professional learning communities","authors":"Loes de Jong, Tom Wilderjans, Jacobiene Meirink, Wouter Schenke, Henk Sligte, Wilfried Admiraal","doi":"10.1108/jpcc-07-2020-0051","DOIUrl":"https://doi.org/10.1108/jpcc-07-2020-0051","url":null,"abstract":"PurposeIn professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change.Design/methodology/approachQuestionnaires were completed by a total of 2.111 teachers from 15 Dutch secondary schools for three years. With the use of multilevel regression analyses, the research questions were answered.FindingsAlthough the development of a school toward a PLC seems to be a slow process, the findings demonstrate the influence of school conditions on this development. Human resource management (HRM) stands out, as this school condition has a direct and longitudinal effect on the change.Practical implicationsThe main recommendation is to embed PLC elements in HRM policies such as facilitating teachers to collaboratively work and learn and aligning teachers' professional development with schools' vision and ambitions.Originality/valuePLCs have been studied occasionally in longitudinal in-depth case studies or in large-scale, cross-sectional research. This large-scale longitudinal study provides insights into the sustainability of schools as PLCs and the school conditions that are associated with sustainability.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"43 12","pages":""},"PeriodicalIF":3.8,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504756","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}
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