Pub Date : 2023-05-13DOI: 10.1080/19415257.2023.2212680
Jennifer Heckathorn, Sharon Dotger
{"title":"Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making","authors":"Jennifer Heckathorn, Sharon Dotger","doi":"10.1080/19415257.2023.2212680","DOIUrl":"https://doi.org/10.1080/19415257.2023.2212680","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45742227","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 : 2023-05-04DOI: 10.1080/19415257.2023.2207332
H. Stevenson
{"title":"Professional learning and development: fit for purpose in an age of crises?","authors":"H. Stevenson","doi":"10.1080/19415257.2023.2207332","DOIUrl":"https://doi.org/10.1080/19415257.2023.2207332","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"399 - 401"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42044832","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 : 2023-04-24DOI: 10.1080/19415257.2023.2203171
Amanda French, Stephen Griffin, Louise Lambert
ABSTRACT This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master’s in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in linear, accelerated modes. This PL largely ignores the contested ideological spaces education inhabits, reducing opportunities for teachers to engage in situated, relational, exploratory work towards how, why or for whom educational values and practices are enacted. The data suggests that liminal PL spaces are characterised by fluidity and uncertainty, often productive of personal and professional change. Using one Master’s in Education course as an assemblage of liminal PL, where curriculum design and critical pedagogic approaches foreground socio-material and affective conditions, we argue that liminality can generate creative, critical, and agentic responses to knotty issues of education. We argue that liminal PL spaces need rigorous defending as shifts to regulated PL (e.g. the Early Career Framework in England) grow apace. Drawing on focus groups (n = 4 + 50), we pay attention to what teachers say mattered in their personal/professional learning. Our findings foreground non-linear, multiple ways of becoming teacher, and we further reflect upon affordances of liminal PL spaces.
{"title":"Teachers’ creative, critical, and agentic professional learning in liminal spaces","authors":"Amanda French, Stephen Griffin, Louise Lambert","doi":"10.1080/19415257.2023.2203171","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203171","url":null,"abstract":"ABSTRACT This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master’s in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in linear, accelerated modes. This PL largely ignores the contested ideological spaces education inhabits, reducing opportunities for teachers to engage in situated, relational, exploratory work towards how, why or for whom educational values and practices are enacted. The data suggests that liminal PL spaces are characterised by fluidity and uncertainty, often productive of personal and professional change. Using one Master’s in Education course as an assemblage of liminal PL, where curriculum design and critical pedagogic approaches foreground socio-material and affective conditions, we argue that liminality can generate creative, critical, and agentic responses to knotty issues of education. We argue that liminal PL spaces need rigorous defending as shifts to regulated PL (e.g. the Early Career Framework in England) grow apace. Drawing on focus groups (n = 4 + 50), we pay attention to what teachers say mattered in their personal/professional learning. Our findings foreground non-linear, multiple ways of becoming teacher, and we further reflect upon affordances of liminal PL spaces.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"693 - 706"},"PeriodicalIF":2.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546355","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 : 2023-04-23DOI: 10.1080/19415257.2023.2203721
Katherine Andrea Dinamarca‐Aravena
{"title":"Professional training of health professionals to work in schools with school integration programmes in chile: a mixed-methods analysis","authors":"Katherine Andrea Dinamarca‐Aravena","doi":"10.1080/19415257.2023.2203721","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203721","url":null,"abstract":"","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49251937","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 : 2023-04-21DOI: 10.1080/19415257.2023.2203156
Ngee Derk Tiong
ABSTRACT The on-the-job collaborative discourse of teachers is said to offer promising insights into the implicit processes of teacher learning and socialisation (Lefstein et al. 2020). Building on existing theory and research, this article examines diagnostic frame disputes in teachers’ discussions that involve the negotiation of contradictions between external expectations and teachers’ own frames of reference. This phenomenon is illustrated using two purposively-sampled vignettes, drawn from video data generated in two Malaysian secondary schools in 2019. In both vignettes, teachers work to reconcile the discrepancies between how student learning problems are framed by external accountability measures, as well as how the teachers interpret those problems locally, leading to disputes about how to frame those problems. The analysis presents an empirical illustration of how teachers negotiate situated meaning, shedding light on how they interpret and respond to accountability pressures on their practice. Implications for policy and practice are discussed.
{"title":"Negotiating frame disputes in teacher discourse: vignettes of accountability and opportunities for learning","authors":"Ngee Derk Tiong","doi":"10.1080/19415257.2023.2203156","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203156","url":null,"abstract":"ABSTRACT The on-the-job collaborative discourse of teachers is said to offer promising insights into the implicit processes of teacher learning and socialisation (Lefstein et al. 2020). Building on existing theory and research, this article examines diagnostic frame disputes in teachers’ discussions that involve the negotiation of contradictions between external expectations and teachers’ own frames of reference. This phenomenon is illustrated using two purposively-sampled vignettes, drawn from video data generated in two Malaysian secondary schools in 2019. In both vignettes, teachers work to reconcile the discrepancies between how student learning problems are framed by external accountability measures, as well as how the teachers interpret those problems locally, leading to disputes about how to frame those problems. The analysis presents an empirical illustration of how teachers negotiate situated meaning, shedding light on how they interpret and respond to accountability pressures on their practice. Implications for policy and practice are discussed.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"765 - 780"},"PeriodicalIF":2.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423566","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 : 2023-04-20DOI: 10.1080/19415257.2023.2202681
Lindsay E. Romano, Quintin R. Bostic
ABSTRACT Professional development (PD) is a key catalyst for supporting educators’ growth and development in education, yet evidence of PD’s impact in enacting sustained change over time remains challenging to understand. In the United States context, racial inequities plague all aspects of society and are maintained by the education system. Teachers are part of a collective group that serves on the front lines of societies’ efforts to promote equity through education. Thus, identifying strategies to ensure their mindsets and practices are inclusive of all students’ identities, specifically their race/ethnicity, is paramount for the field of teacher PD. This critical theoretical paper will explore how Transformative Learning Theory and Critical Race Theory may be integrated to address racial inequities in education through PD.
{"title":"Transformative learning for racial justice: enacting radical change through professional development","authors":"Lindsay E. Romano, Quintin R. Bostic","doi":"10.1080/19415257.2023.2202681","DOIUrl":"https://doi.org/10.1080/19415257.2023.2202681","url":null,"abstract":"ABSTRACT Professional development (PD) is a key catalyst for supporting educators’ growth and development in education, yet evidence of PD’s impact in enacting sustained change over time remains challenging to understand. In the United States context, racial inequities plague all aspects of society and are maintained by the education system. Teachers are part of a collective group that serves on the front lines of societies’ efforts to promote equity through education. Thus, identifying strategies to ensure their mindsets and practices are inclusive of all students’ identities, specifically their race/ethnicity, is paramount for the field of teacher PD. This critical theoretical paper will explore how Transformative Learning Theory and Critical Race Theory may be integrated to address racial inequities in education through PD.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"752 - 764"},"PeriodicalIF":2.1,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42069350","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 : 2023-04-19DOI: 10.1080/19415257.2023.2203173
Alison L. Milner, Antonia Scholkmann
ABSTRACT Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and pedagogical practices could be transformative for learner experience and engagement in education and societal change, little policy attention has been given to teacher professional learning and development within this global vision for education. In this conceptual article, we explore the potentialities and limitations of problem-based learning (PBL) as a model of continuing professional development for teacher professionalism. Drawing on international scholarly research, we focus on five key PBL principles: problem identification, self-directed learning, group collaboration, critical reflection, and variation in PBL design; and assess how these might contribute to transformative change at the level of the profession, education, and wider society. Although there are distinct national political and institutional challenges associated with the implementation of PBL, we argue that this innovative pedagogical approach in higher education could be the future direction of teacher professional learning.
{"title":"Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development","authors":"Alison L. Milner, Antonia Scholkmann","doi":"10.1080/19415257.2023.2203173","DOIUrl":"https://doi.org/10.1080/19415257.2023.2203173","url":null,"abstract":"ABSTRACT Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and pedagogical practices could be transformative for learner experience and engagement in education and societal change, little policy attention has been given to teacher professional learning and development within this global vision for education. In this conceptual article, we explore the potentialities and limitations of problem-based learning (PBL) as a model of continuing professional development for teacher professionalism. Drawing on international scholarly research, we focus on five key PBL principles: problem identification, self-directed learning, group collaboration, critical reflection, and variation in PBL design; and assess how these might contribute to transformative change at the level of the profession, education, and wider society. Although there are distinct national political and institutional challenges associated with the implementation of PBL, we argue that this innovative pedagogical approach in higher education could be the future direction of teacher professional learning.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"739 - 751"},"PeriodicalIF":2.1,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789163","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 : 2023-04-06DOI: 10.1080/19415257.2023.2187432
Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts
ABSTRACT This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants’ future reflexive deliberations concerning their professional practice. Through enrihment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.
{"title":"Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership","authors":"Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts","doi":"10.1080/19415257.2023.2187432","DOIUrl":"https://doi.org/10.1080/19415257.2023.2187432","url":null,"abstract":"ABSTRACT This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants’ future reflexive deliberations concerning their professional practice. Through enrihment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"600 - 619"},"PeriodicalIF":2.1,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823722","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 : 2023-03-24DOI: 10.1080/19415257.2023.2193198
H. Parkhouse, Jesse Senechal, Elizabeth Severson-Irby
ABSTRACT Much of the formal professional development teachers experience consists of short-term workshops that maintain – rather than disrupt – the systems of power that reproduce educational inequities. In response, some scholars have advocated critical professional development (PD) as a means of supporting teachers’ interrogation of these inequities and empowerment to effect change. Critical PD is based on Paulo Freire’s ideas of dialogue, problem-posing, and praxis, and it tends to emerge within grassroots organisations that function independently from the school systems. There are two drawbacks to this autonomous structure, however: the legitimacy problem, or the fact that the pedagogies advocated within these groups may be difficult to implement without the institutional support of participants’ districts; and the resource problem, or the fact that teachers’ time and efforts within these independent organisations is typically uncompensated. In this essay, we describe a research – practice partnership in which we co-developed critical PD on culturally responsive teaching with district leaders. The form of the PD, critical action research, allowed the participants to engage in problem-posing and praxis in order to analyse systems of power and their own positionalities within these systems. Recommendations for those with and without access to research – practice partnerships are offered.
{"title":"Laying a foundation for critical professional development through a research–practice partnership","authors":"H. Parkhouse, Jesse Senechal, Elizabeth Severson-Irby","doi":"10.1080/19415257.2023.2193198","DOIUrl":"https://doi.org/10.1080/19415257.2023.2193198","url":null,"abstract":"ABSTRACT Much of the formal professional development teachers experience consists of short-term workshops that maintain – rather than disrupt – the systems of power that reproduce educational inequities. In response, some scholars have advocated critical professional development (PD) as a means of supporting teachers’ interrogation of these inequities and empowerment to effect change. Critical PD is based on Paulo Freire’s ideas of dialogue, problem-posing, and praxis, and it tends to emerge within grassroots organisations that function independently from the school systems. There are two drawbacks to this autonomous structure, however: the legitimacy problem, or the fact that the pedagogies advocated within these groups may be difficult to implement without the institutional support of participants’ districts; and the resource problem, or the fact that teachers’ time and efforts within these independent organisations is typically uncompensated. In this essay, we describe a research – practice partnership in which we co-developed critical PD on culturally responsive teaching with district leaders. The form of the PD, critical action research, allowed the participants to engage in problem-posing and praxis in order to analyse systems of power and their own positionalities within these systems. Recommendations for those with and without access to research – practice partnerships are offered.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"725 - 738"},"PeriodicalIF":2.1,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43989658","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 : 2023-03-22DOI: 10.1080/19415257.2023.2193197
L. Kolesnyk, Heidi Biseth
{"title":"Professional development in teacher education through international collaboration: when education reform hits Ukraine","authors":"L. Kolesnyk, Heidi Biseth","doi":"10.1080/19415257.2023.2193197","DOIUrl":"https://doi.org/10.1080/19415257.2023.2193197","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":"47780100","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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