Pub Date : 2023-12-05DOI: 10.1080/19415257.2023.2277572
Philip Poekert, Fiona King
Published in Professional Development in Education (Vol. 49, No. 6, 2023)
发表于《教育专业发展》(第49卷第6期，2023)
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Pub Date : 2023-12-05DOI: 10.1080/19415257.2023.2279859
Rachel Lofthouse
Published in Professional Development in Education (Vol. 49, No. 6, 2023)
发表于《教育专业发展》(第49卷第6期，2023)
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Pub Date : 2023-11-24DOI: 10.1080/19415257.2023.2283433
Kathryn N. Hayes, Linda Preminger, Christine L. Bae
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teac...
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Pub Date : 2023-11-24DOI: 10.1080/19415257.2023.2283421
Mandy Ewen, Anna Ferreira, Marlieke G.D. Helder
This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the pr...
本研究探讨了在阿联酋背景下应用教师专业发展(PD)创新模式的可行性。基于包含pr的概念框架…
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Pub Date : 2023-11-20DOI: 10.1080/19415257.2023.2283437
Christa S. C. Asterhan, Adam Lefstein
Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most...
{"title":"The search for evidence-based features of effective teacher professional development: a critical analysis of the literature","authors":"Christa S. C. Asterhan, Adam Lefstein","doi":"10.1080/19415257.2023.2283437","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283437","url":null,"abstract":"Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"12 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541987","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 : 2023-11-20DOI: 10.1080/19415257.2023.2283434
Meghan Comstock, Jason Margolis
A persistent challenge for teacher professional development is how to best support the translation of knowledge into practice. Building on scholarship that characterizes teacher learning as both a ...
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Pub Date : 2023-11-19DOI: 10.1080/19415257.2023.2283429
Serhat Başar, Irem Çomoğlu, Kenan Dikilitaş
The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in t...
{"title":"Teacher study groups as a collaborative platform for action research: an ecological perspective","authors":"Serhat Başar, Irem Çomoğlu, Kenan Dikilitaş","doi":"10.1080/19415257.2023.2283429","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283429","url":null,"abstract":"The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in t...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"18 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536158","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}
Shulman (1989) argued how ‘outrageously complex’ teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing ...
{"title":"Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities","authors":"Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan, Tara Ryan","doi":"10.1080/19415257.2023.2283420","DOIUrl":"https://doi.org/10.1080/19415257.2023.2283420","url":null,"abstract":"Shulman (1989) argued how ‘outrageously complex’ teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing ...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"8 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541968","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 : 2023-10-26DOI: 10.1080/19415257.2023.2267058
Stuart Woodcock, Ian Hardy
{"title":"Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all","authors":"Stuart Woodcock, Ian Hardy","doi":"10.1080/19415257.2023.2267058","DOIUrl":"https://doi.org/10.1080/19415257.2023.2267058","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"6 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908299","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 : 2023-10-24DOI: 10.1080/19415257.2023.2266912
Loredana Perla, Laura Sara Agrati, Viviana Vinci, Patrizia Soleti
ABSTRACTThis paper explores school principals’ and teachers’ views of the Italian teachers’ appraisal system and related indicators. In particular, the research aimed at examining the opinions of school principals and teachers regarding the domains to be considered for teacher appraisal purposes. An investigation involving 37 school principals and 868 in service teachers, from three Italian regions, is presented. The data was collected through a questionnaire and statistically analysed. Findings suggest operationalising new data sources – specifically students and parent, - is beneficial to evaluate teacher quality as a construct in data-based professional learning communities. They show different positioning: teachers seem to be really inclined to be evaluated, especially by students and parents, while school principals still seem very cautious in entrusting the teachers’ appraisal to an external point of view. This paper adds to the existing research showing the perspective of a new teachers’ appraisal, inspired by multi-faceted models based on multiple points of view (students, parents, not only principals) and not reduced to simplistic solutions of an accounting type. Furthermore, the study answers the call for research into teachers’ appraisal as part of the professional learning actions and in view of more integrated professional leadership.KEYWORDS: Professional learningteacher’ appraisalindicators Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The number of textual occurrences is higher than the number of textual strings because some very long responses were coded with more than one label/category.
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