Pub Date : 2023-10-15DOI: 10.1080/19415257.2023.2264313
Laurien Coenen, Wouter Schelfhout
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/19415257.2023.2264313.Additional informationFundingThe work was supported by the Fonds Wetenschappelijk Onderzoek [G.0735.17N].
{"title":"Principal preparation using a mixed theoretical and reflective approach: effects, benefits and guidelines","authors":"Laurien Coenen, Wouter Schelfhout","doi":"10.1080/19415257.2023.2264313","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264313","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/19415257.2023.2264313.Additional informationFundingThe work was supported by the Fonds Wetenschappelijk Onderzoek [G.0735.17N].","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759068","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}
This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achievement of their target students. A theory and practice of collaborative problem-solving, which integrates deliberative problem-solving with interpersonal effectiveness, informed our intervention design. We used a concurrent, mixed-methods approach to identify, using the reports of teachers and leaders themselves, those features of the intervention design which explain the shifts in leaders’ and teachers’ behaviour and the consequent progress in reading achievement. The students’ reading achievement improved, on average, 22.8 months in 12 months, suggesting that well-planned and theorised leadership interventions can change leaders’ and teachers’ behaviour in ways that result in improved student outcomes.
{"title":"Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention","authors":"Jacqui Patuawa, Claire Sinnema, Viviane Robinson, Tong Zhu","doi":"10.1080/19415257.2023.2264290","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264290","url":null,"abstract":"This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achievement of their target students. A theory and practice of collaborative problem-solving, which integrates deliberative problem-solving with interpersonal effectiveness, informed our intervention design. We used a concurrent, mixed-methods approach to identify, using the reports of teachers and leaders themselves, those features of the intervention design which explain the shifts in leaders’ and teachers’ behaviour and the consequent progress in reading achievement. The students’ reading achievement improved, on average, 22.8 months in 12 months, suggesting that well-planned and theorised leadership interventions can change leaders’ and teachers’ behaviour in ways that result in improved student outcomes.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855605","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 : 2023-10-05DOI: 10.1080/19415257.2023.2264309
Iksang Yoon, Roger D. Goddard
ABSTRACTThe purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy beliefs. Based on social cognitive theory and using the Teaching and Learning International Survey (TALIS) 2018 dataset, we confirmed that teacher self-efficacy beliefs significantly mediate the relation between PD quality and three indicators of instructional effectiveness – clarity of instruction, cognitive activation, and classroom management. Specifically, partial mediation was found for clarity of instruction and cognitive activation, while full mediation was found for classroom management. Our findings suggest that the relationship between PD quality and specific types of instructional practice is highly nuanced and mediated by teacher’ self-efficacy beliefs. We discuss the implications of our findings for theory, future research, and practice.KEYWORDS: Professional development qualityinstructional effectivenessteacher self-efficacystructural equation modellingmediation Disclosure statementThere are no relevant financial or non-financial competing interests to report.Notes1. This sample does not include teachers who are marked as ‘logically not applicable’ (e.g. those who did not participate in any PD activities during the past academic year) and ‘not administered’ (e.g. those who were not asked to complete this portion of the survey).2. While Cochran-Smith and Lytle (Citation1999) observed that the informal patterns of interaction and social discourse in which teachers engage within their communities of practice can also constitute a form of PD, we were only able to reflect formal PD activities of teachers given the measures available in the TALIS dataset.3. Because Mplus 8.1 cannot automatically conduct bootstrapping procedures with multiple imputed datasets simultaneously, we conducted the 1,000 bootstrapping procedures for each of the 20 imputed datasets separately and reported their average confidence intervals.
{"title":"Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs","authors":"Iksang Yoon, Roger D. Goddard","doi":"10.1080/19415257.2023.2264309","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264309","url":null,"abstract":"ABSTRACTThe purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy beliefs. Based on social cognitive theory and using the Teaching and Learning International Survey (TALIS) 2018 dataset, we confirmed that teacher self-efficacy beliefs significantly mediate the relation between PD quality and three indicators of instructional effectiveness – clarity of instruction, cognitive activation, and classroom management. Specifically, partial mediation was found for clarity of instruction and cognitive activation, while full mediation was found for classroom management. Our findings suggest that the relationship between PD quality and specific types of instructional practice is highly nuanced and mediated by teacher’ self-efficacy beliefs. We discuss the implications of our findings for theory, future research, and practice.KEYWORDS: Professional development qualityinstructional effectivenessteacher self-efficacystructural equation modellingmediation Disclosure statementThere are no relevant financial or non-financial competing interests to report.Notes1. This sample does not include teachers who are marked as ‘logically not applicable’ (e.g. those who did not participate in any PD activities during the past academic year) and ‘not administered’ (e.g. those who were not asked to complete this portion of the survey).2. While Cochran-Smith and Lytle (Citation1999) observed that the informal patterns of interaction and social discourse in which teachers engage within their communities of practice can also constitute a form of PD, we were only able to reflect formal PD activities of teachers given the measures available in the TALIS dataset.3. Because Mplus 8.1 cannot automatically conduct bootstrapping procedures with multiple imputed datasets simultaneously, we conducted the 1,000 bootstrapping procedures for each of the 20 imputed datasets separately and reported their average confidence intervals.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481356","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 : 2023-10-04DOI: 10.1080/19415257.2023.2264293
Jorge Chávez Rojas, Jaime Fauré Niñoles
ABSTRACTThe relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers’ engagement in educational activities. However, the question of where this knowledge comes from and how it develops over time has yet to be answered. As such, there is an enduring need to revisit this discussion in light of a series of works that address, from a socio-cultural perspective, the importance of the meanings associated with this knowledge. We propose that knowledge held by teachers arises and evolves as a consequence of the narrative construction of certain subjective learning experiences. These experiences enable the emergence of meanings associated with identity positions, facilitating or hindering alignment or fit between theoretical and practical knowledge.KEYWORDS: Cultural psychologypractical knowledgetheoretical knowledgesubjective experiences Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico [1220081].
摘要教师培训理论与实践的关系是教育界广泛讨论的问题。理论知识和实践知识是教师参与教育活动的基础。然而，这些知识从何而来以及如何随着时间的推移而发展的问题尚未得到回答。因此，有一个持久的需要重新审视这一讨论，根据一系列的作品，从社会文化的角度来看，与这一知识相关的意义的重要性。我们认为，教师所掌握的知识是某种主观学习经验的叙事建构的结果。这些经验使与身份位置相关的意义出现，促进或阻碍理论和实践知识之间的对齐或契合。关键词:文化心理学;实践知识;理论知识;主观经验;本研究得到了Fondo Nacional de Desarrollo Científico y Tecnológico的支持[1220081]。
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Pub Date : 2023-09-30DOI: 10.1080/19415257.2023.2264296
Iksang Yoon, Minjung Kim
ABSTRACTGiven the complex nature of teachers’ professional development (PD) processes, it is crucial to examine how various factors surrounding teachers are associated with the evaluation of their PD experience. By applying a machine-learning technique, least absolute shrinkage and selection operator (LASSO), we were able to include numerous factors in an integrated model to create a data-driven, parsimonious predictive model that is readily applicable. Using TALIS 2018 U.S. data (n = 2,418), we identified 16 important explanatory variables (out of 132 variables) in determining teachers’ positive perception on their PD. We found that teachers’ PD experience depends on multiple layers of factors such as features of PD activities (10 variables), teachers’ individual characteristics (four variables), and school organisational environments (two variables). Theoretical and practical implications are also discussed.KEYWORDS: Teacher professional developmentperceptions of teachersmachine learning techniqueLASSOTALIS Disclosure statementThere are no relevant financial or non-financial competing interests to report.
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Pub Date : 2023-09-30DOI: 10.1080/19415257.2023.2264286
Frida Grimm
Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter ‘first teachers’). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers’ learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.
{"title":"Teacher leadership for teaching improvement in professional learning communities","authors":"Frida Grimm","doi":"10.1080/19415257.2023.2264286","DOIUrl":"https://doi.org/10.1080/19415257.2023.2264286","url":null,"abstract":"Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter ‘first teachers’). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers’ learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280522","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 : 2023-09-12DOI: 10.1080/19415257.2023.2235595
D Lynch, L Peddell, H McGuigan, R Willis, T Yeigh, T Marcoionni
{"title":"School leader perception of control and professional learning decision-making influences","authors":"D Lynch, L Peddell, H McGuigan, R Willis, T Yeigh, T Marcoionni","doi":"10.1080/19415257.2023.2235595","DOIUrl":"https://doi.org/10.1080/19415257.2023.2235595","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878040","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 : 2023-09-07DOI: 10.1080/19415257.2023.2251161
Rebecca Buchanan, Tammy Mills, Bailey Edward, Ethan Mathieu, Miranda Snyder, Moriah Weitman, Carleen Goodsell, Kari Thurman
ABSTRACT The cultivation of teacher leaders is key to addressing the intersecting and complex challenges the field of education faces. Over the past two years, we have participated in a group we call the Teacher Leadership Collaborative (TLC). The TLC is a community of educators - from preservice to highly experienced - committed to equity-oriented teaching and interested in creating change in their schools and communities. Rooted in a framework for teacher leadership that emphasises teacher inquiry, an expanded notion of teachers’ role, and an emphasis on social justice, the TLC has provided a generative setting for educators across the career span to process their experiences, name their challenges, and identify ways to enact equity-oriented change. Drawing on empirical data this article highlights the importance of expressions of craft conscience, boundary crossing and the elevation of teacher voice. The TLC is unique in its membership of cross-career educators from a variety of content areas and grade levels and demonstrates the possibilities of leadership for learning through reciprocal mentorship. To illustrate these findings we include embedded unit case examples - written by participating teachers that detail how participation in the TLC has empowered them and supported their development as educational leaders.
{"title":"Teacher leadership collaborative: boundary-crossing spaces for teacher empowerment","authors":"Rebecca Buchanan, Tammy Mills, Bailey Edward, Ethan Mathieu, Miranda Snyder, Moriah Weitman, Carleen Goodsell, Kari Thurman","doi":"10.1080/19415257.2023.2251161","DOIUrl":"https://doi.org/10.1080/19415257.2023.2251161","url":null,"abstract":"ABSTRACT The cultivation of teacher leaders is key to addressing the intersecting and complex challenges the field of education faces. Over the past two years, we have participated in a group we call the Teacher Leadership Collaborative (TLC). The TLC is a community of educators - from preservice to highly experienced - committed to equity-oriented teaching and interested in creating change in their schools and communities. Rooted in a framework for teacher leadership that emphasises teacher inquiry, an expanded notion of teachers’ role, and an emphasis on social justice, the TLC has provided a generative setting for educators across the career span to process their experiences, name their challenges, and identify ways to enact equity-oriented change. Drawing on empirical data this article highlights the importance of expressions of craft conscience, boundary crossing and the elevation of teacher voice. The TLC is unique in its membership of cross-career educators from a variety of content areas and grade levels and demonstrates the possibilities of leadership for learning through reciprocal mentorship. To illustrate these findings we include embedded unit case examples - written by participating teachers that detail how participation in the TLC has empowered them and supported their development as educational leaders.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48142113","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 : 2023-09-05DOI: 10.1080/19415257.2023.2253821
Melissa Warr, Punya Mishra
Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the responsive nature of their work; a designer develops their practice in response to a particular situation, adapting as it changes. Thus, a design lens is useful for navigating complexity in teacher learning and practice. As a designer, a teacher learns and practices in a classroom amidst complex nested systems. Design calls for seeing beyond traditional, linear practice; experimenting with new approaches; and adjusting those approaches in response to the situation’s feedback loops. In this article, we illustrate the relationship among complexity, design, and PL through examples from four teachers who participated in a design-centred PL program before and during the COVID-19 pandemic. The program aimed to support teachers in a creative design approach to address a problem of practice. Analysis highlighted that when teachers needed to learn and practice amidst complexity, it was difficult to see possibilities outside of traditional practice and to perceive feedback from the situation. Our analysis suggests that a focus on finding non-traditional approaches and listening to disruptive feedback might support teachers to learn and practice amidst complexity.
{"title":"Learning to see complexity: teachers designing amidst indeterminacy","authors":"Melissa Warr, Punya Mishra","doi":"10.1080/19415257.2023.2253821","DOIUrl":"https://doi.org/10.1080/19415257.2023.2253821","url":null,"abstract":"Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the responsive nature of their work; a designer develops their practice in response to a particular situation, adapting as it changes. Thus, a design lens is useful for navigating complexity in teacher learning and practice. As a designer, a teacher learns and practices in a classroom amidst complex nested systems. Design calls for seeing beyond traditional, linear practice; experimenting with new approaches; and adjusting those approaches in response to the situation’s feedback loops. In this article, we illustrate the relationship among complexity, design, and PL through examples from four teachers who participated in a design-centred PL program before and during the COVID-19 pandemic. The program aimed to support teachers in a creative design approach to address a problem of practice. Analysis highlighted that when teachers needed to learn and practice amidst complexity, it was difficult to see possibilities outside of traditional practice and to perceive feedback from the situation. Our analysis suggests that a focus on finding non-traditional approaches and listening to disruptive feedback might support teachers to learn and practice amidst complexity.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269562","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 : 2023-09-03DOI: 10.1080/19415257.2023.2259694
Marcel R. van der Klink
Sustainability is a frequently discussed topic across various conversations, including in our journal. It refers to the ability of individuals, organisations and society to coexist over an extended period without negative repercussions, whether environmental, economic or social. While sustainability has a long-standing history, its significance has become particularly prominent since 2015, when the United Nations established the Sustainable Development Goals (SDGs) as drivers for global development until 2030. These seventeen goals cover every aspect of our society. Unsurprisingly, education is one of the focal points of these goals and is recognised as a powerful means to alleviate poverty, achieve justice and restore a balanced relationship with the natural world. At my university, sustainability has been incorporated on campus through various means, such as restoration facilities, heating systems and the use of sustainable materials for renovations. Furthermore, sustainability is set to extend beyond the physical infrastructure of our university, as it is among the top priorities for redesigning both undergraduate and postgraduate curricula in the years ahead. With sustainability knocking on the doors of our schools and universities, metaphorically speaking, there is momentum to reflect on how this may affect the field of teachers’ professional development. After all, sustainability is not restricted to the education of our pupils and students; it applies to all levels of education, including lifelong learning. And if education is recognised as a potent driver for change, teachers’ professional learning and development will become a fundamental pillar for achieving the desired transformation towards a more sustainable society (Hays and Reinders 2020). Without claiming to be exhaustive, I would like to share some thoughts on this topic that touch upon various aspects of sustainability.
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