Pub Date : 2023-07-04DOI: 10.1080/19415257.2023.2229345
Rebecca Cooper, Jared Carpendale, Blake Cutler, Amanda K. Berry, Ian Mitchell
ABSTRACT Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of their thinking often goes well beyond the way that teachers and their responses to professional development (PD) are typically positioned in the extensive, and often quite pessimistic literature on teacher PD. This study extends our previous research with a cohort of HATs immediately following their participation in an intensive PD programme, where we reported how they took ideas from the programme and extended and amplified them by exerting agency and high degrees of professionalism. Our current study reports research with the same cohort 2 years post-PD as they sought to introduce ideas inspired by the PD within their schools. While there were some clear successes, some of their ideas challenged existing thinking and practices in ways that school leadership did not expect. Thus, they encountered barriers that in some cases they were able to navigate and overcome. This paper foregrounds the new complexities of both pedagogy and change that flowed from the HATs’ ideas as well as how they exerted their professionalism to tackle these.
{"title":"Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development","authors":"Rebecca Cooper, Jared Carpendale, Blake Cutler, Amanda K. Berry, Ian Mitchell","doi":"10.1080/19415257.2023.2229345","DOIUrl":"https://doi.org/10.1080/19415257.2023.2229345","url":null,"abstract":"ABSTRACT Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of their thinking often goes well beyond the way that teachers and their responses to professional development (PD) are typically positioned in the extensive, and often quite pessimistic literature on teacher PD. This study extends our previous research with a cohort of HATs immediately following their participation in an intensive PD programme, where we reported how they took ideas from the programme and extended and amplified them by exerting agency and high degrees of professionalism. Our current study reports research with the same cohort 2 years post-PD as they sought to introduce ideas inspired by the PD within their schools. While there were some clear successes, some of their ideas challenged existing thinking and practices in ways that school leadership did not expect. Thus, they encountered barriers that in some cases they were able to navigate and overcome. This paper foregrounds the new complexities of both pedagogy and change that flowed from the HATs’ ideas as well as how they exerted their professionalism to tackle these.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42109840","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 : 2023-07-02DOI: 10.1080/19415257.2023.2229333
D. Torrance, D. Mifsud, Richard Niesche, M. Fertig
ABSTRACT This paper draws from a review of the global literature on school leadership during the first 30 months of the pandemic (2020–2022), when educational leaders were faced with complexity on an unprecedented scale. COVID-19 challenged school leadership, providing opportunities to reflect on: leadership practice within and beyond school contexts; building relationships with wider communities and external stakeholders; established bureaucratic systems and ways of working (Author et al. under review). School leaders’ reliance on organisational stability, hierarchy and standardised practice was also challenged: reflective practice was needed, whilst responding to complex and demanding situations. Increased teacher autonomy and agency was encouraged and embraced, with ‘profound collaboration borne out of necessity and urgency’ (p. 393), highlighting the fluid practice of leadership rather than the role specificities of a leader. As school systems return to the business of in-person schooling and further away from the shock of the pandemic, the article renews calls to learn from experience and innovation. Three aspects are discussed, for supporting the development of school leadership/leaders capable of navigating complexity: school leadership; informal professional learning; formal professional learning. Our analysis provides insights into advancing professional learning approaches: accounting for complexity; enhancing teaching and learning; strengthening educator empowerment.
{"title":"Headteachers and the pandemic: Themes from a review of literature on leadership for professional learning in complex times","authors":"D. Torrance, D. Mifsud, Richard Niesche, M. Fertig","doi":"10.1080/19415257.2023.2229333","DOIUrl":"https://doi.org/10.1080/19415257.2023.2229333","url":null,"abstract":"ABSTRACT This paper draws from a review of the global literature on school leadership during the first 30 months of the pandemic (2020–2022), when educational leaders were faced with complexity on an unprecedented scale. COVID-19 challenged school leadership, providing opportunities to reflect on: leadership practice within and beyond school contexts; building relationships with wider communities and external stakeholders; established bureaucratic systems and ways of working (Author et al. under review). School leaders’ reliance on organisational stability, hierarchy and standardised practice was also challenged: reflective practice was needed, whilst responding to complex and demanding situations. Increased teacher autonomy and agency was encouraged and embraced, with ‘profound collaboration borne out of necessity and urgency’ (p. 393), highlighting the fluid practice of leadership rather than the role specificities of a leader. As school systems return to the business of in-person schooling and further away from the shock of the pandemic, the article renews calls to learn from experience and innovation. Three aspects are discussed, for supporting the development of school leadership/leaders capable of navigating complexity: school leadership; informal professional learning; formal professional learning. Our analysis provides insights into advancing professional learning approaches: accounting for complexity; enhancing teaching and learning; strengthening educator empowerment.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48081709","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 : 2023-07-02DOI: 10.1080/19415257.2023.2229344
R. Santagata, Jiwon Lee, J. Guarino, Johnnie J. Drake
This study aims to unveil the complexity of introducing and sustaining instructional improvement at a school site by documenting successes and challenges encountered by a research-practice partnership among university researchers, school and district leaders, and a mathematics coordinator from the county office of education. The study answers two questions: How did a research-practice partnership attend to teachers’ voices and craft coherence around a school’s mathematics teaching improvement goals? What characterised the complexity of sustaining the improvement efforts? Data included meeting fieldnotes, teacher survey responses, and transcripts of interviews with teachers, school and district leaders, and the county coordinator. Qualitative thematic analyses revealed several ways in which the team attended to teacher voices and crafted coherence dynamically through interactions supported by tools and activities aimed at surfacing complexity and creating a shared vision. Points of convergence included a focus on adult learning and collaboration. Analyses also unveiled challenges, including the emotional work entailed in instructional change and the necessity to buffer the school from conflicting external demands. Conclusions highlight the importance of deliberate negotiation of tensions and crafting of coherence so that stakeholders can more easily build a shared vision for high-quality classroom teaching and high-quality teacher learning.
{"title":"Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems","authors":"R. Santagata, Jiwon Lee, J. Guarino, Johnnie J. Drake","doi":"10.1080/19415257.2023.2229344","DOIUrl":"https://doi.org/10.1080/19415257.2023.2229344","url":null,"abstract":"This study aims to unveil the complexity of introducing and sustaining instructional improvement at a school site by documenting successes and challenges encountered by a research-practice partnership among university researchers, school and district leaders, and a mathematics coordinator from the county office of education. The study answers two questions: How did a research-practice partnership attend to teachers’ voices and craft coherence around a school’s mathematics teaching improvement goals? What characterised the complexity of sustaining the improvement efforts? Data included meeting fieldnotes, teacher survey responses, and transcripts of interviews with teachers, school and district leaders, and the county coordinator. Qualitative thematic analyses revealed several ways in which the team attended to teacher voices and crafted coherence dynamically through interactions supported by tools and activities aimed at surfacing complexity and creating a shared vision. Points of convergence included a focus on adult learning and collaboration. Analyses also unveiled challenges, including the emotional work entailed in instructional change and the necessity to buffer the school from conflicting external demands. Conclusions highlight the importance of deliberate negotiation of tensions and crafting of coherence so that stakeholders can more easily build a shared vision for high-quality classroom teaching and high-quality teacher learning.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315881","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 : 2023-06-29DOI: 10.1080/19415257.2023.2229337
Koksal Banoglu, R. Vanderlinde, Munevver Cetin
ABSTRACT Given the dyadic and multi-layered nature of professional relations, informal teacher learning mostly goes through complex, non-linear, and context-dependent professional interactions. Advice-seeking relationships (ASRs) are the most common form of informal interactions between teachers. However, due mostly to analytical constraints, little is known about the factors influencing ASRs in school settings. The paper aims to provide an empirical base for understanding the informal leadership exercised through between-teacher ASRs around technological and pedagogical expertise. To that end, inferential social network analysis (SNA) techniques are employed. Results showed teacher perception of positive school culture promotes pedagogical ASRs. Administrative leadership is significant in one-way advice flows from administrators to subordinates. Interpersonal similarities by gender and teaching experience are influential in peer selection for ASRs. Hybrid-expertise teachers, being equally headed for technological and pedagogical advice, occupy more central position in advice-networks. Regardless of school culture, technology-savvy teachers are more preferred for ASRs. The more teachers provide colleagues with technological advice, the more they assume a leading position for pedagogical advice, but not vice versa. Overall, the present SNA study sheds light on relational complexities of teacher leadership for professional learning that otherwise might not be salient when investigated using linear models on individual metrics.
{"title":"Who chooses whom for professional interaction? A sociometric inquiry into teacher leadership","authors":"Koksal Banoglu, R. Vanderlinde, Munevver Cetin","doi":"10.1080/19415257.2023.2229337","DOIUrl":"https://doi.org/10.1080/19415257.2023.2229337","url":null,"abstract":"ABSTRACT Given the dyadic and multi-layered nature of professional relations, informal teacher learning mostly goes through complex, non-linear, and context-dependent professional interactions. Advice-seeking relationships (ASRs) are the most common form of informal interactions between teachers. However, due mostly to analytical constraints, little is known about the factors influencing ASRs in school settings. The paper aims to provide an empirical base for understanding the informal leadership exercised through between-teacher ASRs around technological and pedagogical expertise. To that end, inferential social network analysis (SNA) techniques are employed. Results showed teacher perception of positive school culture promotes pedagogical ASRs. Administrative leadership is significant in one-way advice flows from administrators to subordinates. Interpersonal similarities by gender and teaching experience are influential in peer selection for ASRs. Hybrid-expertise teachers, being equally headed for technological and pedagogical advice, occupy more central position in advice-networks. Regardless of school culture, technology-savvy teachers are more preferred for ASRs. The more teachers provide colleagues with technological advice, the more they assume a leading position for pedagogical advice, but not vice versa. Overall, the present SNA study sheds light on relational complexities of teacher leadership for professional learning that otherwise might not be salient when investigated using linear models on individual metrics.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017412","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 : 2023-06-27DOI: 10.1080/19415257.2023.2226971
A. Kennedy, H. Stevenson
There is an often unquestioned assumption that professional learning and development (PLD) is unequivocally a ‘good thing’ (Stevenson 2019). However, this assumption belies a much more complex situation, fraught with challenges. Numerous studies have demonstrated that teachers can experience significant barriers when trying to access PLD (OECD 2014), including limited access to appropriate opportunities, having insufficient time to undertake the opportunities that are available and that even when teachers do participate in PLD activities, impact can be limited (McChesney and Aldridge 2021). These are important challenges and should not be dismissed. However, they tend to generate policy responses that focus only on identifying ‘what works’ solutions within a set of parameters that do not question ‘what matters’ (Biesta 2007). Professional Development in Education has done much over the years to seek to move beyond this debate about structural challenges and practical solutions, and to open up discussion about more fundamental questions such as who is PLD for, who should decide, and what should it look like? We have sought to open up a discussion about ‘transformative professional learning’: both what it is and what it might be. This work has assumed many forms over the years, but a significant moment was the publication of Aileen Kennedy’s (2005) article ‘Models of Continuing Professional Development: A framework for analysis’ which distinguishes between transmissive and transformative modes of professional learning. These issues have been reflected since in ongoing debates within the journal and highlighted in the recent special issue on ‘Non-linear perspectives on teacher development: complexity in professional learning and practice’ (vol. 47, issues 2 and 3). However, despite these discussions, much of the research relating to professional learning remains focused on transmissive models that fail to question the fundamentally reproductive nature of much PLD. These initiatives are often managerially imposed, embedded within performative structures and are central to encouraging cultures that value conformity and compliance over radical change. Although such approaches have often co-opted the language of transformation, the reality suggests that very little is being transformed. The danger is that the language of ‘transformation’ becomes accepted as a contemporary ‘common sense’ – over-used and under-analysed. The ultimate irony is that learning processes that claim to be about change play a key role in reinforcing existing structures and their linked inequalities. In this Special Issue of PDiE, we explore the potential of professional learning to be disruptive – to challenge current inequalities, dominant ideas, and established orthodoxies. We seek to understand how professional learning can be genuinely transformative, not only by opening up possibilities that may be beyond our current imagination, but which connect abstract and conceptual thi
{"title":"Beyond reproduction: the transformative potential of professional learning","authors":"A. Kennedy, H. Stevenson","doi":"10.1080/19415257.2023.2226971","DOIUrl":"https://doi.org/10.1080/19415257.2023.2226971","url":null,"abstract":"There is an often unquestioned assumption that professional learning and development (PLD) is unequivocally a ‘good thing’ (Stevenson 2019). However, this assumption belies a much more complex situation, fraught with challenges. Numerous studies have demonstrated that teachers can experience significant barriers when trying to access PLD (OECD 2014), including limited access to appropriate opportunities, having insufficient time to undertake the opportunities that are available and that even when teachers do participate in PLD activities, impact can be limited (McChesney and Aldridge 2021). These are important challenges and should not be dismissed. However, they tend to generate policy responses that focus only on identifying ‘what works’ solutions within a set of parameters that do not question ‘what matters’ (Biesta 2007). Professional Development in Education has done much over the years to seek to move beyond this debate about structural challenges and practical solutions, and to open up discussion about more fundamental questions such as who is PLD for, who should decide, and what should it look like? We have sought to open up a discussion about ‘transformative professional learning’: both what it is and what it might be. This work has assumed many forms over the years, but a significant moment was the publication of Aileen Kennedy’s (2005) article ‘Models of Continuing Professional Development: A framework for analysis’ which distinguishes between transmissive and transformative modes of professional learning. These issues have been reflected since in ongoing debates within the journal and highlighted in the recent special issue on ‘Non-linear perspectives on teacher development: complexity in professional learning and practice’ (vol. 47, issues 2 and 3). However, despite these discussions, much of the research relating to professional learning remains focused on transmissive models that fail to question the fundamentally reproductive nature of much PLD. These initiatives are often managerially imposed, embedded within performative structures and are central to encouraging cultures that value conformity and compliance over radical change. Although such approaches have often co-opted the language of transformation, the reality suggests that very little is being transformed. The danger is that the language of ‘transformation’ becomes accepted as a contemporary ‘common sense’ – over-used and under-analysed. The ultimate irony is that learning processes that claim to be about change play a key role in reinforcing existing structures and their linked inequalities. In this Special Issue of PDiE, we explore the potential of professional learning to be disruptive – to challenge current inequalities, dominant ideas, and established orthodoxies. We seek to understand how professional learning can be genuinely transformative, not only by opening up possibilities that may be beyond our current imagination, but which connect abstract and conceptual thi","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"581 - 585"},"PeriodicalIF":2.1,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60246263","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 : 2023-06-26DOI: 10.1080/19415257.2023.2229338
Youmen Chaaban, Hessa Al-Thani, Xiangyun Du
ABSTRACT Using social constructivist theories of adult learning and complexity thinking perspectives, a long-term, multi-tiered professional development (PD) programme was designed, implemented and evaluated at Qatar University. This qualitative study explored the systems of influence on 24 university teachers’ professional agency for learning and leading sustainable change throughout their participation in the programme. Within the context of educational change, university teachers’ professional agency refers to their ability to exercise control, take stances, make choices and exert influence in ways that impact their learning and leading sustainable change. Using multiple sources of data, participants reported supports and constraints to their professional agency within multiple systems. These systems of influence included factors within the personal, PD programme, department/college, and university systems. Findings revealed variations in university teachers’ willingness and capacity to examine previously held beliefs, design innovative pedagogies, and become change agents. The findings underscore the notion of emergence as an explicit characteristic of learning and leading change within and across complex systems. Future iterations of the programme, and similarly constructed programmes in higher education contexts, should consider the systems of influence on university teachers’ professional agency for learning and make concerted efforts to support their ability to lead sustainable change.
{"title":"University teachers’ professional agency for learning and leading sustainable change","authors":"Youmen Chaaban, Hessa Al-Thani, Xiangyun Du","doi":"10.1080/19415257.2023.2229338","DOIUrl":"https://doi.org/10.1080/19415257.2023.2229338","url":null,"abstract":"ABSTRACT Using social constructivist theories of adult learning and complexity thinking perspectives, a long-term, multi-tiered professional development (PD) programme was designed, implemented and evaluated at Qatar University. This qualitative study explored the systems of influence on 24 university teachers’ professional agency for learning and leading sustainable change throughout their participation in the programme. Within the context of educational change, university teachers’ professional agency refers to their ability to exercise control, take stances, make choices and exert influence in ways that impact their learning and leading sustainable change. Using multiple sources of data, participants reported supports and constraints to their professional agency within multiple systems. These systems of influence included factors within the personal, PD programme, department/college, and university systems. Findings revealed variations in university teachers’ willingness and capacity to examine previously held beliefs, design innovative pedagogies, and become change agents. The findings underscore the notion of emergence as an explicit characteristic of learning and leading change within and across complex systems. Future iterations of the programme, and similarly constructed programmes in higher education contexts, should consider the systems of influence on university teachers’ professional agency for learning and make concerted efforts to support their ability to lead sustainable change.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45466896","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 : 2023-06-01DOI: 10.1080/19415257.2023.2217426
F. Janssen, H. Westbroek, H. Borko
{"title":"The indispensable role of the goal construct in understanding and improving teaching practice","authors":"F. Janssen, H. Westbroek, H. Borko","doi":"10.1080/19415257.2023.2217426","DOIUrl":"https://doi.org/10.1080/19415257.2023.2217426","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396000","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 : 2023-05-27DOI: 10.1080/19415257.2023.2217432
L. Sutherland, L. Markauskaite, Kenneth E Cruickshank
ABSTRACT It is difficult to identify direct causal relationships between school-based professional learning initiatives and changes in the participating teachers’ competencies or their students’ learning outcomes. This paper contributes a novel approach to examining the impact of such school-based professional learning by integrating the constructs of complex systems and agentic practice into how the processes in curriculum re-design contribute to professional learning outcomes. The paper first presents an integrated multilayered conceptual framework that combines perspectives on complex systems and agentic practices. Next, it outlines the main levels and aspects of the complex system that need to be considered when examining school-based professional learning initiatives. Then, using a case from a multi-school professional development initiative illustrates how this framework was applied to examine the impact of a professional learning initiative focused on a collaborative science curriculum redesign to support English Language Learners (ELLs). Analysing the agentic practices that emerged within and across different complex system levels provides a comprehensive insight into how the system, constraints or amplifies particular practices.
{"title":"A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign","authors":"L. Sutherland, L. Markauskaite, Kenneth E Cruickshank","doi":"10.1080/19415257.2023.2217432","DOIUrl":"https://doi.org/10.1080/19415257.2023.2217432","url":null,"abstract":"ABSTRACT It is difficult to identify direct causal relationships between school-based professional learning initiatives and changes in the participating teachers’ competencies or their students’ learning outcomes. This paper contributes a novel approach to examining the impact of such school-based professional learning by integrating the constructs of complex systems and agentic practice into how the processes in curriculum re-design contribute to professional learning outcomes. The paper first presents an integrated multilayered conceptual framework that combines perspectives on complex systems and agentic practices. Next, it outlines the main levels and aspects of the complex system that need to be considered when examining school-based professional learning initiatives. Then, using a case from a multi-school professional development initiative illustrates how this framework was applied to examine the impact of a professional learning initiative focused on a collaborative science curriculum redesign to support English Language Learners (ELLs). Analysing the agentic practices that emerged within and across different complex system levels provides a comprehensive insight into how the system, constraints or amplifies particular practices.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46713564","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 : 2023-05-16DOI: 10.1080/19415257.2023.2212682
Heather McPherson, Anila Asghar
{"title":"Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues","authors":"Heather McPherson, Anila Asghar","doi":"10.1080/19415257.2023.2212682","DOIUrl":"https://doi.org/10.1080/19415257.2023.2212682","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43342726","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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