Pub Date : 2023-03-22DOI: 10.1080/19415257.2023.2193199
Youmen Chaaban, Hessa Al-Thani, Xiangyun Du
{"title":"A systems-thinking approach to evaluating a university professional development programme","authors":"Youmen Chaaban, Hessa Al-Thani, Xiangyun Du","doi":"10.1080/19415257.2023.2193199","DOIUrl":"https://doi.org/10.1080/19415257.2023.2193199","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017746","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 : 2023-03-21DOI: 10.1080/19415257.2023.2193196
Elia Fernández-Díaz, Carlos Rodríguez-Hoyos, Adelina Calvo-Salvador
{"title":"“Promoting participation through visual narrative inquiry to recreate teacher learning-practice”","authors":"Elia Fernández-Díaz, Carlos Rodríguez-Hoyos, Adelina Calvo-Salvador","doi":"10.1080/19415257.2023.2193196","DOIUrl":"https://doi.org/10.1080/19415257.2023.2193196","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45170797","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 : 2023-03-09DOI: 10.1080/19415257.2023.2187431
Evra M. Baldinger
ABSTRACT Teachers working to transform classrooms towards equity and justice must resist the continual press of dominant culture, which seeks to reproduce longstanding arrangements of inequity and injustice. Little is known about the learning that supports teachers in this resistance. This article offers the Teacher Learning for Transformation (TLT) framework, which is built from two theoretical pillars: Wenger’s articulation of four aspects of learning in Communities of Practice: meaning, practice, identity, and community; and Holland et al.’s notion of Figured Worlds. The resulting conceptualisation of TLT is a holistic view of multiple aspects of teachers’ learning, which are embedded in and mediated by socio-historical and socio-cultural contexts. I offer an illustrative example of an articulation of the framework to support research on teacher learning towards transformation in a particular context. I comment on ways in which the framework might support further research and design of professional development which aims to support transformative learning towards greater justice in classrooms.
{"title":"Teacher learning for transformation: a framework","authors":"Evra M. Baldinger","doi":"10.1080/19415257.2023.2187431","DOIUrl":"https://doi.org/10.1080/19415257.2023.2187431","url":null,"abstract":"ABSTRACT Teachers working to transform classrooms towards equity and justice must resist the continual press of dominant culture, which seeks to reproduce longstanding arrangements of inequity and injustice. Little is known about the learning that supports teachers in this resistance. This article offers the Teacher Learning for Transformation (TLT) framework, which is built from two theoretical pillars: Wenger’s articulation of four aspects of learning in Communities of Practice: meaning, practice, identity, and community; and Holland et al.’s notion of Figured Worlds. The resulting conceptualisation of TLT is a holistic view of multiple aspects of teachers’ learning, which are embedded in and mediated by socio-historical and socio-cultural contexts. I offer an illustrative example of an articulation of the framework to support research on teacher learning towards transformation in a particular context. I comment on ways in which the framework might support further research and design of professional development which aims to support transformative learning towards greater justice in classrooms.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"620 - 633"},"PeriodicalIF":2.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48149021","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 : 2023-03-09DOI: 10.1080/19415257.2023.2189284
A. Poole, Xin Li
{"title":"Beyond a one-size-fits-all approach: considering English language teachers’ differential capacities for engaging in and implementing professional learning in China","authors":"A. Poole, Xin Li","doi":"10.1080/19415257.2023.2189284","DOIUrl":"https://doi.org/10.1080/19415257.2023.2189284","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937458","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 : 2023-03-04DOI: 10.1080/19415257.2020.1850506
C. van Wyk, G. V. van Zyl
ABSTRACT In an effort to offer a more focussed and competency-based approach to faculty development for newly appointed academics, this study prioritised the roles of the medical teacher, focussing on orientation initiatives. At a research-led university, we used 15 roles of a medical teacher. Health science academics were asked which professional development activities should be available to newly appointed educators with reference to teaching-learning and research development. Quantitative and descriptive research were followed, using a self-administered questionnaire which was completed by 129/256 (50%) health science academics. The top five roles were ranked as follows: Role Model for Students (83.6%); Information Provider in the Classroom (82.8%); Facilitator of Learning (78.1%); Information Provider in the Clinical Setting (75.0%); and Assessor of Student Learning (74.4%). Although research development was ranked important, respondents indicated that it should receive attention at a later stage and not necessarily during orientation. Academics (90.6%) indicated that professional career development should be individualised. Faculty development should encourage gradual development over time, addressing all the roles of the academic, including research. At different institutions, various roles are considered important; and institutional research should be done to guide faculty development.
{"title":"The roles of the academic in health sciences: where to start from a faculty development perspective","authors":"C. van Wyk, G. V. van Zyl","doi":"10.1080/19415257.2020.1850506","DOIUrl":"https://doi.org/10.1080/19415257.2020.1850506","url":null,"abstract":"ABSTRACT In an effort to offer a more focussed and competency-based approach to faculty development for newly appointed academics, this study prioritised the roles of the medical teacher, focussing on orientation initiatives. At a research-led university, we used 15 roles of a medical teacher. Health science academics were asked which professional development activities should be available to newly appointed educators with reference to teaching-learning and research development. Quantitative and descriptive research were followed, using a self-administered questionnaire which was completed by 129/256 (50%) health science academics. The top five roles were ranked as follows: Role Model for Students (83.6%); Information Provider in the Classroom (82.8%); Facilitator of Learning (78.1%); Information Provider in the Clinical Setting (75.0%); and Assessor of Student Learning (74.4%). Although research development was ranked important, respondents indicated that it should receive attention at a later stage and not necessarily during orientation. Academics (90.6%) indicated that professional career development should be individualised. Faculty development should encourage gradual development over time, addressing all the roles of the academic, including research. At different institutions, various roles are considered important; and institutional research should be done to guide faculty development.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"387 - 397"},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19415257.2020.1850506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45293371","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 : 2023-03-04DOI: 10.1080/19415257.2023.2185854
A. Alexandrou
{"title":"Professional learning and development: moving with the times and the human element","authors":"A. Alexandrou","doi":"10.1080/19415257.2023.2185854","DOIUrl":"https://doi.org/10.1080/19415257.2023.2185854","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"195 - 196"},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48908239","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 : 2023-02-26DOI: 10.1080/19415257.2023.2181380
M. Eradze, Emanuele Bardone, Andrea Tinterri, Anna Dipace
{"title":"Self-initiated online communities of teachers as an expanded meso space","authors":"M. Eradze, Emanuele Bardone, Andrea Tinterri, Anna Dipace","doi":"10.1080/19415257.2023.2181380","DOIUrl":"https://doi.org/10.1080/19415257.2023.2181380","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44399842","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 : 2023-02-23DOI: 10.1080/19415257.2023.2178482
T. L. Morgan, Amie B. Cieminski
ABSTRACT Aspiring educational leaders must understand their own culture and the cultures of others to lead schools effectively and realise equitable outcomes for traditionally marginalised students. To explore the potential for professional learning to affect students’ frames of reference regarding cultural interactions, we analysed self-reflection papers from graduate students within an educational leadership preparation programme at a US public university. We investigated sociocultural distortions of race and ethnicity when students reflected on their first-hand (direct contact and conversations) and second-hand (news reports and stories) encounters with people who are phenotypically different from themselves. The course included readings, discourse, and reflective journaling about racial interactions. We utilised Mezirow’s theory of transformative learning to understand how students developed self-awareness and progressed through stages of intercultural competence and sensitivity. Most participants progressed through developmental stages of intercultural sensitivity, and many moved from ethnocentric to ethnorelative stances. Findings indicate the importance of purposely designing learning experiences that allow aspiring leaders to critically self-reflect on topics of race and equity prior to assuming formal leadership positions.
{"title":"Critical reflection to develop transformative consciousness of racial differences","authors":"T. L. Morgan, Amie B. Cieminski","doi":"10.1080/19415257.2023.2178482","DOIUrl":"https://doi.org/10.1080/19415257.2023.2178482","url":null,"abstract":"ABSTRACT Aspiring educational leaders must understand their own culture and the cultures of others to lead schools effectively and realise equitable outcomes for traditionally marginalised students. To explore the potential for professional learning to affect students’ frames of reference regarding cultural interactions, we analysed self-reflection papers from graduate students within an educational leadership preparation programme at a US public university. We investigated sociocultural distortions of race and ethnicity when students reflected on their first-hand (direct contact and conversations) and second-hand (news reports and stories) encounters with people who are phenotypically different from themselves. The course included readings, discourse, and reflective journaling about racial interactions. We utilised Mezirow’s theory of transformative learning to understand how students developed self-awareness and progressed through stages of intercultural competence and sensitivity. Most participants progressed through developmental stages of intercultural sensitivity, and many moved from ethnocentric to ethnorelative stances. Findings indicate the importance of purposely designing learning experiences that allow aspiring leaders to critically self-reflect on topics of race and equity prior to assuming formal leadership positions.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"634 - 650"},"PeriodicalIF":2.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156210","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 : 2023-02-20DOI: 10.1080/19415257.2023.2178483
Silvia Edling
{"title":"The purpose, description and development of teachers’ professional seeingA dialogue between Hattie and Schön","authors":"Silvia Edling","doi":"10.1080/19415257.2023.2178483","DOIUrl":"https://doi.org/10.1080/19415257.2023.2178483","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45408184","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 : 2023-02-17DOI: 10.1080/19415257.2023.2178481
K. B. Staudt Willet
{"title":"Early career teachers’ expansion of professional learning networks with social media","authors":"K. B. Staudt Willet","doi":"10.1080/19415257.2023.2178481","DOIUrl":"https://doi.org/10.1080/19415257.2023.2178481","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48952254","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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