A school‐based project in five kindergartens: the case of teacher development and school development

Kindergarten teachers in Hong Kong are blamed for not putting child‐initiated learning theory into practice. Their competence is challenged. An earlier study (Li, 2003 Li, YL. (2003). Roadblocks to educational reform: investigating knowledge and practice of Hong Kong kindergarten teachers. International Journal of Educational Reform, 12(3): 217–229.  [Google Scholar]) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow‐up study of a school‐based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi‐structured interviews (40–60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern.     

Longitudinal study of stages of beginning teacher development in a field‐based teacher education program

Abstract

Field‐based teacher education programs are part of a growing trend in education to provide long‐term classroom teaching experience and acculturation to the school environment as part of the certification process. This article reports on a study of stages of teacher development across ½ years of full‐time teaching as teacher candidates work to complete coursework in fulfillment of a masters of education program. Beginning teachers completed a Teachers Concerns Checklist at six points in the program. Factor analysis and ANOVA were utilized to develop a chronology of stages across these years to inform programmatic development. Findings suggest reduced concerns for classroom management as full‐time teaching begins and increased concerns for delivery of instruction as teachers are immersed in full‐time teaching. Strong concerns for professional development emerge only after a full year of teaching. Implications for the academic program, supervision, and future research are discussed     

Discipline‐based academic development through a tripartite partnership

Abstract

This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships.     

The CERI INSET project: a description and a preliminary evaluation of international co‐development work

Between 1975 and 1980 the Organization for European Co‐operation and Development's (OECD) Centre for Educational Research and Innovation (CERI) engaged in a major project to enable its member countries to share experience of innovatory approaches to the in‐service education of teachers. This paper refers briefly to one strand of the project ‐ the collection and synthesis of case‐study material ‐ and describes in more detail the second strand: the co‐development work on the themes of teacher participation, evaluation, training the trainers, and the development of training materials. A preliminary evaluation is offered of the benefits gained in terms of accessing the international network, the motivation of participants, the development of in‐service education for teachers (INSET) research, and influences on national policy.     

Designing a user‐friendly microcomputer‐based laboratory package through the factor analysis of teacher evaluations

In this study we analyse how the experiences of chemistry teachers on the use of a Microcomputer‐Based Laboratory (MBL), gathered by a Likert‐scale instrument, can be utilized to develop the new package Empirica 2000. We used exploratory factor analysis to identify the essential features in a large set of questionnaire data to see how our previous MBL package, Empirica for Windows 4.0, looks from the point of view of experienced chemistry teachers. Together, a six‐factor solution explained 50.1% of the common variance and indicated the teachers' perspective on the use of a MBL package in chemical education. The factors were: ‘Versatility of the tool’, ‘User interface’, ‘Data presentation’, ‘Data acquisition’, ‘Set up’, and ‘Usability’. Based on the data, some conclusions concerning the software development and desired new features in the prototype software are discussed in the framework of each factor.     

Frequency of co‐teaching in different teacher categories

Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common.     

Creating cooperative classrooms: effects of a two‐year staff development program

In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre‐test–post‐test non‐equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based on observations of teacher behaviour during cooperative lessons, a statistically significant treatment effect was found for the following instructional behaviours: structuring positive interdependence, individual accountability, social skills and evaluation of the group process. Training effects were also found for the combination of CL with the model of direct instruction and the activation of prior knowledge of social skills. Moreover, teachers in the experimental group scored statistically significantly higher than the teachers in the control group on the activation of prior academic knowledge.     

The activities of a school‐based teacher educator: a theoretical and empirical exploration

Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used.     

Setting Targets: developing perspectives during a staff‐development programme

Abstract

This paper provides a report of a continuing staff development programme within a faculty of initial teacher education in a college of higher education, funded by the DTI sponsored Enterprise Awareness in Teacher Education (EATE) initiative. It describes the context for the programme, explores its objectives, considers the programme format and reflects upon its outcomes from the viewpoint of its participants and the effects within the institution.     

Developing teacher‐student relationships through out of class communication

This study investigated student perceptions of control, trust, and intimacy as dimensions of teacher‐student relationships, and. the correlation between these relational variables and reports of learning. Control, trust, and intimacy are viewed as core dimensions of interpersonal relationships, and it is hypothesized that students who engage in out of class communication have relationships that are more interpersonal in nature than students who do not engage in out of class communication with teachers. This hypothesis was supported. Additionally, students who perceived their teachers as exhibiting higher levels of shared control, trust, and intimacy reported greater learning.     

Analysing teacher professional development through professional dialogue: an investigation into a university–school partnership project on enquiry learning

The paper considers data in one Higher Education Institution (HEI) from written reports and from interviews with trainee teachers and their teachers charged with the assessment of one training standard for secondary Initial Teacher Training in England: Professional Values and Practice. It explores the extent to which four elements of this standard can be measured as outcomes of performance. It reveals that assessment judgements draw on a wide range of evidence and are often subjective, context‐specific and broadly interpreted. In their current form these statements do not lend themselves easily to assessment. Recommendations include greater clarity in the statements about what might be expected of a beginning teacher in terms of particular professional competences as performance statements; opportunities for assessment in relation to a ‘developing professionalism’ rather than ‘managed professionalism’ (and compliance); and a broader framework that can take account of two dimensions in particular: (1) creating an environment for pupil learning and (2) teacher professionalism.     

Learning of Chemical Equilibrium through Modelling‐based Teaching

This paper presents and discusses students’ learning process of chemical equilibrium from a modelling‐based approach developed from the use of the ‘Model of Modelling’ diagram. The investigation was conducted in a regular classroom (students 14–15 years old) and aimed at discussing how modelling‐based teaching can contribute to students learning about the main qualitative aspects concerning chemical equilibrium. The data (collected from the written material produced by the students and the video‐recording of the classes) were organised in case studies for each group of students. The discussion supports the conclusion that elements from the ‘Model of Modelling’ diagram, as well as methodological aspects related to the teacher’s action, influenced the students’ learning process.     

Enhancing Web‐based Courses through a Mutual Aid Framework

Students taking a class together belong to a group where members typically develop a sense of connection to each other by engaging in mutual support and assistance through shared experiences and knowledge. Some have argued that the lack of face‐to‐face interaction precludes such processes and prevents the effective teaching of social work in an online environment. When online students were asked what they liked most and least about their classes, one‐third of the responses referred to ideas that reflected interactions among students and with faculty. These comments were evaluated in the context of Shulman's (1999 Shulman, L. 1999. The skills of helping individuals, families, groups and communities, Itasca, IL: Peacock.  [Google Scholar]) processes of mutual aid. This exploratory study suggests that despite a lack of face‐to‐face contact, mutual aid is relevant to online students and could be used to strategically enhance the delivery of course content in an online environment and facilitate a sense of connection among students.     

Developing teachers' professional expertise through collaboration in an innovative ICT‐based learning environment

Recent research emphasizes the context‐specific nature of professional knowledge and expertise, implying that developing novel practices in authentic environments is a prerequisite for teachers' professional development. The aim of this study was to find out how teachers develop their practical knowledge and expertise through shared planning and to evaluate an innovative learning project carried out in an ICT‐based environment. Two secondary school teachers of history participated in this study. The data were gathered using a multi‐methodological approach (video recordings, interviews and questionnaires). The results are described in terms of the teachers' shared experiences and their increased awareness of their own scaffolding practices. Discussion is focused on the role of boundary crossing in teachers' negotiation of new meanings.

La recherche récente souligne le caractère contextualisé de la connaissance et de la compétence professionnelles. De ce fait un environnement authentique est exigé pour rendre possible le progrès des pratiques nouvelles et ainsi le développement professionnel de l'enseignant. L'objet de cette étude est de définir les moyens par lesquels les enseignants développent une connaissance et une compétence pratiques à travers une préparation et une évaluation partagées pendant un projet d'apprentissage innovant réalisé dans un environnement basé sur les technologies de l'information et de la communication. Deux enseignants d'histoire d'un collège ont participé à cette recherche. Les données ont été recueillies selon une approche faisant intervenir plusieurs méthodes (enregistrements de vidéo, interviews, questionnaires). Les résultats sont décrits dans l'optique des expériences partagées des enseignants et de leur prise de conscience progressive de leurs propres pratiques fondamentales de tous les jours. La discussion est concentrée sur le rôle de pluridisciplinarité dans la négociation de sens nouveaux par les enseignants.

Los estudios recientes subrayan la naturaleza específica al contexto del conocimiento y de la pericia profesional. Esto implica que el desarrollo de nuevas prácticas en entornos auténticos es un prerrequisito para el desarrollo profesional de los profesores. La meta de este trabajo es de descubrir como los profesores desarrollan su conocimiento y pericia profesional através del planeamiento y de la evaluación de un proyecto innovativo efectuado en un entorno de aprendizaje ICT. Dos profesores de escuela secundaria con historia laboral participaron en este estudio. La información fue recogida utilizando métodos múltiples (grabaciones en video, entrevistas, cuestionarios). Los resultados están descritos en términos de las experiencias compartidas de los profesores y el incremento del conocimiento de sus propias prácticas de andamiaje. La discusión se enfoca en la cuestión del papel del cruce de límites en la negociación de nuevos significados de la enseñanza.

In der gegenwärtigen Forschung wird die kontextspezifische Natur des Fachwissens und der beruflichen Expertise betont. Dies impliziert, dass die Entwicklung von neuen Verfahrensweisen in authentischen Umgebungen eine Voraussetzung für die berufliche Weiterbildung von Lehrern darstellt. Das Ziel des vorliegenden Artikels besteht darin, herauszuarbeiten, wie Lehrer ihr unterrichtspraktisches Wissen und ihre Berufsexpertise durch solche kooperativen Planungs‐ und Evaluationsvorgänge erweitern können, die in einer IKT‐basierten Umgebung ausgeführt werden. Zwei Geschichtslehrer der Sekundarstufe I (secondary school) haben sich an dieser Untersuchung beteiligt. Die Datenerhebungen basieren auf einer methodisch vielfältigen Anlage: Video‐Aufzeichnungen, Interviews und Fragebögen. Die Ergebnisse werden in bezug auf die Erfahrungen der Lehrer, sowie deren gesteigerte Wahrnehmung der jeweils eigenen zugrundeliegenden Lehrverfahren beschrieben. Die Diskussion fokussiert auf einen Aspekt, der die Rolle der Grenzüberschreitung im Zusammenhang mit unterrichtlichen Verhandlungen über neue Bedeutungen betrifft.     

The design and development of a multimedia case‐based environment on parental engagement

The purpose of this paper is to present the rationale and principles that guided the design and development of PARENTS, a multimedia case‐based environment. Following a development research approach, the tenets of constructivist learning, and the advantages of case‐based instruction, we developed a multimedia program in which we utilized and incorporated the findings of the longitudinal study Ecologies of Parental Engagement (EPE). EPE focused on parents in high‐poverty urban communities and the roles they play in elementary schools that are active in implementing reform‐based science education. The main purpose of the multimedia program PARENTS was to help preservice science teachers to explore and reflect on themes of parental engagement in high‐poverty urban school settings. In this paper, we present the design and conceptual framework behind the first prototype of PARENTS.

Conception et développement d'un environnement multimedia sur l'implication des parents fondé sur des études de cas

Le but de cet article est de présenter le raisonnement et les principes qui ont orienté la conception et le développement de PARENTS, qui est un environnement multimedia fondé sur des études de cas. En suivant une approche “recherche et développement”, les principes de l'apprentissage constructiviste et les points forts de l'enseignement basé sur les études de cas, nous avons mis au point un programme multimedia dans lequel nous avons utilisé et intégré les résultats d'une enquête longitudinale – Ecologies de l'Engagement Parental (EPE). EPE a porté sur les parents se trouvant dans des communautés urbaines très pauvres et sur le rôle qu'ils jouent dans des écoles élémentaires engagées dans la mise en ?uvre des réformes de l'enseignement des sciences. Le but principal du programme multimedia PARENTS était d'aider les enseignants de sciences en formation initiale à explorer et à réfléchir sur la thématique de l'engagement parental dans les écoles se trouvant dans des zones urbaines de grande pauvreté.

Entwurf und Entwicklung eines multimedia Fall‐ basierten Umfelds auf das elterliche Engagement

Dieser Beitrag soll die Gründe und Prinzipien aufzeigen, die zu Entwurf und Entwicklung von PARENTS, einer Multimedia‐Fall‐basierten Umgebung, geführt haben. Nach der Entwicklung eines Forschungs‐Ansatzes auf den Grundsätzen des konstruktivistischen Lernens, und dem Berücksichtigen der Vorteile fall‐basierter Anweisungen entwickelten wir ein Multimediaprogramm, in dem wir die Ergebnisse einer Langzeitstudie – Ecologies of Parental Engagement (EPE) – nutzten und einfügten. EPE ist auf Eltern in städtischen Gemeinden mit großer Armut ausgerichtet und auf ihre Rolle, die sie in Grundschulen mit reformbasiertem naturwissenschaftlichem Unterricht spielen können. Der Hauptzweck des Multimediaprogramms PARENTS war, in Ausbildung befindlichen Lehrern für Naturwissenschaften zu helfen, auf dem Gebiet des elterlichen Engagements in sehr armen städtischen Schulbereichen zu forschen und zu reflektieren.

Diseño y Desarrollo de un entorno multimedia basado en estudios de casos sobre el compromiso de los padres

El propósito del presente artículo es de presentar los fundamentos y principios que han orientado el diseño y desarrollo de PADRES, un entorno multimedia basado en estudios de casos. Siguiendo una metodología de investigación y desarrollo y también los principios del aprendizaje constructivista así como las ventajas de la instrucción basada en estudios de casos, hemos desarrollado un programa multimedia en el cual hemos utilizado y integrado los resultados de una encuesta longitudinal – Ecologías del Compromiso de los Padres (EPE). EPE trata de esos padres que viven en comunidades urbanas muy pobres y del papel que desempeñan en las escuelas primarias que se han comprometido a poner en práctica las reformas de la enseñanza de las ciencias. El objetivo principal del programa multimedia PADRES (PARENTS) era de ayudar a los futuros profesores de ciencias para explorar y reflexionar sobre la temática del compromiso paterno en las escuelas ubicadas en zonas urbanas extremamente pobres.