Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy

The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers' knowledge-sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers' discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators.     

Teacher learning in collaborative curriculum design

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.     

Teacher design teams as a strategy for professional development: the role of the facilitator

ABSTRACT

The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams.     

Teacher learning and collaboration in innovative teams

In this study the relationship between teacher learning and collaboration in innovative teams was explored. A comparative case study was conducted in five temporary teams in secondary schools. Several quantitative and qualitative data collection methods were used to examine collaboration, teacher learning, and the context for learning and collaboration. In cross‐site analysis two complementary patterns of teacher learning and collaboration were identified. Collaboration in all teams could be characterized as ‘sharing’. However, sharing was further specified with regard to differences in the content and aims of sharing. Different types of sharing were related to teacher learning. The results give cause to rethink the nature of interdependence in collaboration, and the nature of the relationship between collaboration and learning. A practical result may be that collaboration in innovative, temporary, and voluntary teams could be a promising direction for teacher professional development.     

A qualitative analysis of teacher design teams: In-depth insights into their process and links with their outcomes

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. TDTs can contribute to teachers’ professional growth. Furthermore, engaging teachers in the design process could create ownership, increasing the likelihood that teachers actually use the innovative materials in practice. In this study, we aimed to obtain in-depth insights into the TDT process and to identify possible links with the outcomes. We studied three cases of TDTs, collecting qualitative data from multiple perspectives. We found that the perceived outcomes of the TDTs were mixed. The leadership style appeared to play an important role in shaping the process and hence the perceived outcomes. To improve the outcomes of future TDTs, insights from this study suggest that team coaches should provide more structure and clarity during the process. At the same time, the coaches should create an atmosphere in which participants can take the initiative.     

教师成长档案袋对教师专业发展的促进价值

教师成长档案袋是在教师角色重新认同、课程发展以及学校管理转型等大背景下出现的新事物。教师成长档案袋对教师专业发展具有重要的促进价值:建立教师专业成长档案,有利于教师享受职业幸福感;教师本人是档案袋的主人,有助于教师专业化的反思成长;教师成长档案袋是一种实质性文档,学校能够为教师的个体专业化成长提供帮助;探讨教师成长档案袋有助于教师形成自己的教学风格,彰显教学的艺术性。     

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention.     

Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong

This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices.     

Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act.     

Great expectations: Teacher learning in a national professional development programme

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. Research participants reported difficulties, however, in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as ‘lead learners’ in schools. Wider implications for the design of teachers’ professional development are considered.     

构建网络环境下教师学习共同体——教师专业发展的创新途径

教师专业发展是当今教育改革的主要议题。本文通过探讨学习共同体本质及教师有效学习的内涵,指出网络环境下教师学习共同体是支持教师专业发展的理想平台,进而分析了网络环境下教师学习共同体中影响教师学习的关键因素和教师学习机制,最后给出了构建网络环境下教师学习共同体建议和策略。     

新课程培训与教师成长——来自一线小学教师的心声

八年来在新课程实践中发现:面对新课程教师要想实现专业发展,需要进行不同方面、不同层面的培训。骨干教师需要进行新理念支撑下新的教学技能的培训,从而生成教育智慧;经验型教师需要得到专家在教育教学理论层面的指导,在理论支撑下提高新的教学技能;新手教师需要校内传帮带式的培训,提高教材使用、教学方法和课堂组织与管理的能力。教师自身要加强理论学习,大胆挑战自己,从而实现从教书匠向科研型教师的转变。     

The challenge of repositioning: Teacher learning in the company of others

In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves. Teacher educators working with increasingly diverse teacher cohorts must consider how best to maximize learning opportunities, open communication, and free participants from subject positions (such as “expert”) that may inhibit overall group learning.     

Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness

Teacher evaluation instruments frequently fail to support teacher growth and improvement—particularly in critical constructs surrounding pedagogical content knowledge that promote student growth and achievement. The current study details the development and validation of the Teacher Intentionality of Practice Scale (TIPS), an observational protocol designed to measure intentional teaching practices and provide support for teacher growth over time. Findings suggest that TIPS provides a valid and highly reliable research-based teacher observational instrument that also serves as a professional development model to help scaffold the growth and improvement of K-12 educators. This paper details the theoretical foundations of TIPS, reports reliability and validity measures (including both Exploratory and Confirmatory Factor Analyses), and discusses applications and implications of TIPS for teacher evaluation and professional development.     

Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching

Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23 teacher candidates' written reflections, focus group interviews, and classroom observations indicated that supported by collaboration with colleagues, they developed the skills and commitment to teach each student for understanding. Based on our research, we propose a shift in teacher education toward collaborative inquiry about teaching and learning within school/university partnerships.     

生态化全质发展:教师专业化的历史超越

教师专业化发展显著地拓展与深化了教师乃至整个教育理论与实践,改善和提升了教师角色的专业形象、实力与绩效。但是,随着当代社会生态化发展的客观要求与非生态化嬗变的随意妄为之间的错位、裂痕和矛盾的不断加剧,教师专业化发展也正在日益陷入无机化、虚妄化和有害化的非生态化困境,导致教师社会成员在现实社会生态系统中的显著缺场空位、虚场越位和搅场扰位及其自身生态生境的窘迫恶化。现代社会的全球生态化趋势和教师的生态人全质性都日益提醒和要求我们,教师发展必须摆脱和超越非生态性衍生专业化发展困境,走通业性与专业性有机统一的生态化全质发展的道路。     

Teacher agency and identity commitment in curricular reform

This study explores how teachers enact agency to facilitate their professional development during curricular reform at a Chinese university. An analysis of data derived from life history interviews with eight language teachers complemented with field notes reveals differential agentic choices and actions. The teachers' learning, teaching and research endeavours in relation to the new curriculum are directed by various identity commitments and enacted in highly individualised ways, as mediated by their prior experiences. By situating teachers' agency in their individual professional trajectories, this study conceptualises interaction of teacher agency and identity commitment to professional development during curricular reform.     

信息技术教师专业发展中的知识困顿

教师知识研究对教师专业发展有着重要影响。本文从分析信息技术教师的专业知识结构入手,通过揭示信息技术教师专业发展中存在的知识缺失和认知误区,提出完善信息技术教师专业知识结构的初步设想,以期促进有关信息技术教师专业发展的理论与实践探索。     

How the structure and focus of teachers' collaborative activities facilitate and constrain teacher learning

What kinds of teacher collaboration are most likely to improve what teachers—and, ultimately, students—learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained. Intentionally focusing and structuring teachers' collaborative activity can improve its impact on schooling.     

构建教师专业发展动力机制打造卓越教师团队

在教育实践中,由于教师期望与价值追求不高、教师专业发展阶梯不完善等原因,影响了教师专业发展的动力。针对教师专业发展动力机制中存在的问题与不足,在多年的实践探索中,从建设个性校园文化、建立不同阶段教师个人发展阶梯、建立保障性管理制度、坚持师生教学相长、增加海外培训机会、推动教师专业交流等方面,不断激发教师专业发展的内在动力,帮助教师实现专业的持续发展,并就如何建立教师持续专业发展动力机制进行了一些思考。