A tool for capacity building: teacher professional learning about teaching writing

This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building.     

Active learning promoting student teachers’ professional competences in Finland and Turkey

This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts.     

Redefining our Roles as Teachers,Learners, and Leaders through Continuous Cycles of Practitioner Inquiry

ABSTRACT

Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as novice inquirers examining classroom-specific problems of practice and evolving into experienced facilitators of practitioner inquiry, we have expanded our roles as teacher leaders among our colleagues as we collaboratively lead a secondary change initiative in equitable assessment practices, a direct result of continuously making our learning through engagement in practitioner inquiry public.     

New Model of Teacher Learning in an Online Network

While many researchers have examined teacher participation and professional development in online networks and communities, few have looked at the factors and contexts that shape how teachers learn in these online spaces. Examining teachers' learning processes within these online spaces can yield important insights for scholars, school leaders, and teacher educators who are interested in designing online networks and communities or supporting teacher professional development within these spaces. This study was designed to shed light on the multifaceted nature of teacher learning within an online network environment. Data were collected through an online survey and in-depth interviews of members in the Edmodo math subject community. A thematic analysis was conducted across the two data sets in order to identify patterns of actions and factors that shaped the participants' learning processes. A new model of teacher learning was developed to display teacher learning as an iterative, multistep process that is socially constructed, distributed, and situated in the contexts in which teachers work. Implications and ideas for further research are discussed.     

Understanding professional learning for Computing teachers from the perspective of situated learning

ABSTRACT

Situated learning theory maintains that there is a relationship between learning and the social situation in which it occurs; learning is embedded in activity, context and culture. In terms of professional learning for teachers, this implies that effective learning takes place within a community where experts and novices meet and where practice is modelled; such a community needs to be deeply relevant to everyday practice in the classroom. In this paper, we discuss Computing At School, a grass-roots organisation that has grown up over the last 10 years through teacher communities, and also with broad support of academia and industry. In a time of increased interest in the inclusion of computer science in school curricular, Computing At School is a community of practice of all teachers affected by curriculum change in Computing and models an innovative approach to professional learning that is based on community and support. We describe here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.     

Comprehensive school teachers’ professional agency in large-scale educational change

This article explores how comprehensive school teachers’ sense of professional agency changes in the context of large-scale national educational change in Finland. We analysed the premises on which teachers (n = 100) view themselves and their work in terms of developing their own school, catalysed by the large-scale national change. The study included theory-driven interventions in the case school communities, as well as pre- and post-test measurements. The results suggested that the learning of active professional agency was facilitated among teachers during the 2 years of development work. A significant number of teachers had adopted a more holistic orientation towards the reform. Moreover, the number of teachers who considered themselves as the subjects of the development work increased slightly. This increase suggests that teachers’ intentional and responsible management of new learning proceeds from the interpersonal meaning-making process to the internal process that regulates the elements of a teacher’s professional agency.     

Educational reforms and the practices of professional learning community in Hong Kong primary schools

Abstract

This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.     

The teacher leadership process: Attempting change within embedded systems

This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.     

What and how teacher educators prefer to learn

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.     

The brain and the US education system: Perpetuation of neuromyths

ABSTRACT

Misconceptions about the brain and its relation to education are widespread. This can lead to the implementation of ineffective methods and the waste of precious resources. To examine the extent of belief in neuromyths, a survey about the brain in education was conducted. Respondents (n = 169) came from special education (n = 83) and general education (n = 78), and included preservice teachers (n = 34), in-service teachers (n = 63), higher education faculty (n = 39), and educational leaders (n = 33). The survey contained 15 Myths and 18 Facts, and overall, participants were able to correctly identify approximately 66% of all the Facts. On the other hand, on average, respondents responded correctly for only one third of the Myths. The most commonly misidentified Myths were related to motor coordination exercises to improve literacy skills, the right brain-left brain myth, and learning styles. Higher education faculty were able to identify more Myths than any other group. Implications for teacher preparation and ongoing professional learning for teachers and educational leaders are discussed.     

Driving change from ‘the middle’: middle leading for site based educational development

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.     

Raising teachers’ voices: an in-depth qualitative inquiry into teachers’ working conditions and professional development needs in Khyber Pakhtunkhwa,a province of Pakistan

This study documented in detail teachers’ voices about their working conditions, professional development needs and opportunities to cater to these needs. The study reported in this paper was conducted as part of a large-scale study that used mixed methods to assess teachers’ professional development needs. The qualitative data reported in this paper were collected using focus group discussion with teachers (N = 481), classroom observation (N = 66), post-observation interviews with teachers (N = 24) and analysis of qualitative responses from survey questionnaires (N = 200). By bringing together a collection of teachers’ voices, the findings of the study illuminate a hope for positive change in teaching and learning in public schools in Khyber Pakhtunkhwa, provided that teachers are genuinely considered as part of the solution and are facilitated with necessary physical and structural resources and psychological incentives. The education system needs to create conditions in schools that support teachers’ work and their continued professional growth.     

The relationship between teacher value orientations and engagement in professional learning communities

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed.     

Adapting to large-scale changes in Advanced Placement Biology,Chemistry, and Physics: the impact of online teacher communities

Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation–funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) – where teachers can discuss teaching strategies, share resources, and connect with each other – had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.     

Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity?

Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011 Donaldson, G. 2011. Teaching Scotland's Future: Report of a review of teacher education in Scotland, Edinburgh: Scottish Government.  [Google Scholar]) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development.

Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education.

Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds.

Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development.     

A case study of inclusive school development: a journey of learning

A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions.     

Exploring the Connections Between Action Research and Teacher Leadership: A Reflection on Teacher-Leader Research for Confronting New Challenges

ABSTRACT

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.     

Teacher pedagogical content knowledge,practice, and student achievement†

ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.