Pub Date : 2023-08-29DOI: 10.1080/19415257.2023.2251122
E. Milton, A. Morgan
ABSTRACT There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high-quality professional learning and what makes an excellent environment in which to learn. This literature informed and spoke to the sense-making of our experiences of working directly with school leaders in Wales to adopt and promote enquiry as a way of being to support the professional learning of their staff. It examines the complex nature of meaningful professional learning and the culture and conditions leaders need to create to successfully enable the professional growth and expertise of their staff. This paper presents a rationale for why leaders should adopt, promote and grow cultures that value enquiry as a way of being. It outlines key considerations and understandings that can empower school leaders to create the necessary culture and conditions for impactful professional learning. It also provides a practical framework to support leaders in developing contextualised, sustained and meaningful professional learning to nurture enquiry as a way of being. We highlight how leadership practice which fails to model these ways of working authentically presents the danger of staff disillusionment and disengagement with professional learning more broadly.
{"title":"Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning","authors":"E. Milton, A. Morgan","doi":"10.1080/19415257.2023.2251122","DOIUrl":"https://doi.org/10.1080/19415257.2023.2251122","url":null,"abstract":"ABSTRACT There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high-quality professional learning and what makes an excellent environment in which to learn. This literature informed and spoke to the sense-making of our experiences of working directly with school leaders in Wales to adopt and promote enquiry as a way of being to support the professional learning of their staff. It examines the complex nature of meaningful professional learning and the culture and conditions leaders need to create to successfully enable the professional growth and expertise of their staff. This paper presents a rationale for why leaders should adopt, promote and grow cultures that value enquiry as a way of being. It outlines key considerations and understandings that can empower school leaders to create the necessary culture and conditions for impactful professional learning. It also provides a practical framework to support leaders in developing contextualised, sustained and meaningful professional learning to nurture enquiry as a way of being. We highlight how leadership practice which fails to model these ways of working authentically presents the danger of staff disillusionment and disengagement with professional learning more broadly.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42632554","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 : 2023-08-29DOI: 10.1080/19415257.2023.2238731
Mary E. Bratsch-Hines, Danielle Pico, Theresa Loch, Karen Osarenkhoe, Ronald Viafore, Matt Faiello, Paige C. Pullen
ABSTRACT High-quality early childhood education (ECE) can improve children’s educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare closures further intensifying complexities. One solution to improve ECE working conditions is to use a distributed leadership framework to create professional learning opportunities that enhance staff interactions and equity of voice (staff input/investment). Limited research has explored this approach in relation to key outcomes like staff satisfaction, staff retention and classroom quality. The current study filled this gap by examining a job-embedded professional development initiative in the United States, Flamingo Early Learning (FEL). Using a distributive leadership framework, FEL was implemented in two cohorts of 18 ECE programme and 416 educators. Quantitative analyses of FEL online course data from 108 educators showed improvement in content knowledge. Classroom observation data from 64 educators revealed enhanced teacher-child interaction quality. Qualitative analyses of focus groups with 17 educators highlighted increased equity of voice, barriers to achieving the initiative’s goals and lingering effects of COVID-19. Findings were further examined in relation to staff role. Recommendations include using policy-driven initiatives to iteratively develop and evaluate professional learning models that promote distributed leadership and thereby greater ECE educator empowerment, satisfaction and practice.
{"title":"Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education","authors":"Mary E. Bratsch-Hines, Danielle Pico, Theresa Loch, Karen Osarenkhoe, Ronald Viafore, Matt Faiello, Paige C. Pullen","doi":"10.1080/19415257.2023.2238731","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238731","url":null,"abstract":"ABSTRACT High-quality early childhood education (ECE) can improve children’s educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare closures further intensifying complexities. One solution to improve ECE working conditions is to use a distributed leadership framework to create professional learning opportunities that enhance staff interactions and equity of voice (staff input/investment). Limited research has explored this approach in relation to key outcomes like staff satisfaction, staff retention and classroom quality. The current study filled this gap by examining a job-embedded professional development initiative in the United States, Flamingo Early Learning (FEL). Using a distributive leadership framework, FEL was implemented in two cohorts of 18 ECE programme and 416 educators. Quantitative analyses of FEL online course data from 108 educators showed improvement in content knowledge. Classroom observation data from 64 educators revealed enhanced teacher-child interaction quality. Qualitative analyses of focus groups with 17 educators highlighted increased equity of voice, barriers to achieving the initiative’s goals and lingering effects of COVID-19. Findings were further examined in relation to staff role. Recommendations include using policy-driven initiatives to iteratively develop and evaluate professional learning models that promote distributed leadership and thereby greater ECE educator empowerment, satisfaction and practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43950340","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 : 2023-08-22DOI: 10.1080/19415257.2023.2241874
Yi Liu, Yajun Yan, Huixian Xia, Kun Sun
{"title":"Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs","authors":"Yi Liu, Yajun Yan, Huixian Xia, Kun Sun","doi":"10.1080/19415257.2023.2241874","DOIUrl":"https://doi.org/10.1080/19415257.2023.2241874","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46097553","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 : 2023-08-21DOI: 10.1080/19415257.2023.2248478
F. King, Philip E. Poekert, Takeshia Pierre
{"title":"A pragmatic meta-model to navigate complexity in teachers’ professional Learning","authors":"F. King, Philip E. Poekert, Takeshia Pierre","doi":"10.1080/19415257.2023.2248478","DOIUrl":"https://doi.org/10.1080/19415257.2023.2248478","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44065609","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 : 2023-08-02DOI: 10.1080/19415257.2023.2238742
Usama Darwish, C. Davies, C. Goodley, L. Hammersley-Fletcher
ABSTRACT This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role as ‘outsiders’ had on developing teacher agency and teacher/leader identity, and how leadership for professional learning (LfPL) emerged through these research activities. Our research sites were a Multi-Academy Trust (MAT) and a Teaching School Alliance (TSA) in England. Ethnographic data were collected over a three-year period. Significantly, our approach to understanding the complexity of these learning contexts draws upon socio-cultural theory, particularly Figured Worlds to construct understandings of PL within an identity and agency framework. Further, it utilises the Bakhtinian concept of outsideness to theorise how knowledge is mobilised through these collaborations. This approach offers novel insights for conceptualising LfPL as the intra-actions and practices of our research participants as they mediate our entangled PL spaces as leaders, teachers and researchers, together with developing understandings of the complexity of academic positionality as ‘the more knowledgeable other’ among those who are actually in the know.
{"title":"The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’","authors":"Usama Darwish, C. Davies, C. Goodley, L. Hammersley-Fletcher","doi":"10.1080/19415257.2023.2238742","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238742","url":null,"abstract":"ABSTRACT This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role as ‘outsiders’ had on developing teacher agency and teacher/leader identity, and how leadership for professional learning (LfPL) emerged through these research activities. Our research sites were a Multi-Academy Trust (MAT) and a Teaching School Alliance (TSA) in England. Ethnographic data were collected over a three-year period. Significantly, our approach to understanding the complexity of these learning contexts draws upon socio-cultural theory, particularly Figured Worlds to construct understandings of PL within an identity and agency framework. Further, it utilises the Bakhtinian concept of outsideness to theorise how knowledge is mobilised through these collaborations. This approach offers novel insights for conceptualising LfPL as the intra-actions and practices of our research participants as they mediate our entangled PL spaces as leaders, teachers and researchers, together with developing understandings of the complexity of academic positionality as ‘the more knowledgeable other’ among those who are actually in the know.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46252889","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 : 2023-07-27DOI: 10.1080/19415257.2023.2238717
A. Brennan, Alan Gorman
ABSTRACT Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants’ beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a ‘safe space’ which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.
{"title":"Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities","authors":"A. Brennan, Alan Gorman","doi":"10.1080/19415257.2023.2238717","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238717","url":null,"abstract":"ABSTRACT Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants’ beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a ‘safe space’ which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600034","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 : 2023-07-26DOI: 10.1080/19415257.2023.2238728
D. Nguyen, E. Boeren, Srabani Maitra, S. Cabus
{"title":"A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions","authors":"D. Nguyen, E. Boeren, Srabani Maitra, S. Cabus","doi":"10.1080/19415257.2023.2238728","DOIUrl":"https://doi.org/10.1080/19415257.2023.2238728","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510554","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 : 2023-07-24DOI: 10.1080/19415257.2023.2235572
Amélia Lopes, Assunção Folque, M. Marta, Rita Tavares de Sousa
{"title":"Teacher professionalism towards transformative education: insights from a literature review","authors":"Amélia Lopes, Assunção Folque, M. Marta, Rita Tavares de Sousa","doi":"10.1080/19415257.2023.2235572","DOIUrl":"https://doi.org/10.1080/19415257.2023.2235572","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42761911","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 : 2023-07-21DOI: 10.1080/19415257.2023.2235578
Mengran Liu, Helen Hedges, Maria Cooper
{"title":"Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features","authors":"Mengran Liu, Helen Hedges, Maria Cooper","doi":"10.1080/19415257.2023.2235578","DOIUrl":"https://doi.org/10.1080/19415257.2023.2235578","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43029361","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 : 2023-07-12DOI: 10.1080/19415257.2023.2235583
S. Lovett
ABSTRACT This article offers a review of research and scholarly work about why it matters that new teachers have early opportunities to engage in leadership activities despite their beginner status. It builds on a continuing strand of literature grappling with leadership work as an organisational quality, manifest in activity and practice which need not be restricted to those with formal leadership roles. If capacity building for leadership is left until later in a teacher’s career, this can mean those with potential to lead may have already left the profession in search of new challenges. That early career teacher attrition continues to be a worldwide concern, suggests more could be done to address this unfortunate trend. This article takes on that challenge through a deepening of insights about essential on-the-job practice for early career teachers. The literature is presented through three themes: teachers’ need for learning, teacher leadership as collective work for improved student learning, and trusting relationships, colleagues’ pedagogical expertise and modelling with coaches and mentors. These themes recognise teachers’ professional learning as the pathway to leadership influence which can begin on entry to teaching. The article concludes with questions to be addressed by schools in dialogue with early career teachers.
{"title":"Teacher leadership and teachers’ learning: actualizing the connection from day one","authors":"S. Lovett","doi":"10.1080/19415257.2023.2235583","DOIUrl":"https://doi.org/10.1080/19415257.2023.2235583","url":null,"abstract":"ABSTRACT This article offers a review of research and scholarly work about why it matters that new teachers have early opportunities to engage in leadership activities despite their beginner status. It builds on a continuing strand of literature grappling with leadership work as an organisational quality, manifest in activity and practice which need not be restricted to those with formal leadership roles. If capacity building for leadership is left until later in a teacher’s career, this can mean those with potential to lead may have already left the profession in search of new challenges. That early career teacher attrition continues to be a worldwide concern, suggests more could be done to address this unfortunate trend. This article takes on that challenge through a deepening of insights about essential on-the-job practice for early career teachers. The literature is presented through three themes: teachers’ need for learning, teacher leadership as collective work for improved student learning, and trusting relationships, colleagues’ pedagogical expertise and modelling with coaches and mentors. These themes recognise teachers’ professional learning as the pathway to leadership influence which can begin on entry to teaching. The article concludes with questions to be addressed by schools in dialogue with early career teachers.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606612","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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