Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development

Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers.     

Teacher professional learning as a social practice: an Australian case

Abstract

Framing professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu’s theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers’ contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers’ lived experiences as a locus of deliberation and learning.     

Beyond reflective practice: new approaches to professional lifelong learning

This article investigates the innovation concept in two key welfare areas where the demands for innovation are substantial, namely vocational education and elder care. On the basis of ethnographic fieldwork and interviews on the collaboration between an educational institution and elder care services, the article develops a tripartite empirical model of innovation. The model suggests that innovation requires levers (understood as methods and management contexts) as well as craft (understood as professional skills and rootedness), if it is to be integrated into the core services of a specific context. The article also discusses how innovation's value-creating aspects should be understood in a public sector context. The proposed innovation model yields recommendations on issues that should be considered in establishing successful innovation in a public, cross-organizational context.     

Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale.     

Reconceptualising academic work as professional practice: implications for academic development

Despite increasing research and scholarship in the area of academic development in recent years, it remains an under-theorised field of endeavour. The paper proposes that academic developers take a view on what constitutes academic work and see it as a form of professional practice. It discusses the features of practice theory that illuminate professional practice and identifies three foci for the application of these ideas within academic development: practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice and points to features within its own traditions on which to build.     

Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time

Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expected to teach science using inquiry (Hanuscin et al. Science Education 95:145–167, 2010). Self-regulated learning microanalysis, which supports both instruction and assessment, can help teachers reflect on their learning processes. This technique may provide clues for teachers to improve strategies for learning and give information to professional development instructors to inform teacher professional development experiences. The purpose of this study was to examine self-regulatory learning cycles that fourteen elementary teachers experienced while engaged in learning about inquiry during a professional development. Results of this study showed that before the professional development, teachers reported low self-efficacy but high task value and perceived instrumentality for learning about inquiry. As the professional development progressed, teachers improved their goal setting skills, self-monitoring performance, and learning tactics. The self-regulated learning microanalysis revealed information not communicated in the professional development experience, which led to adaptation of the activities in real-time to meet the needs indicated on the self-regulated learning microanalysis reports. Measuring teacher learning processes allowed the professional development instructors to pinpoint difficulties and successes during the learning tasks, which aided in precise adaptation of experiences for teacher needs.     

Everyday conversation as a context for professional learning and development

Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that they will prompt conversation about conversation as a context for professional learning and development.

Puisque la conversation est une constante dans nos vies personnelle et professionnelle, nous sommes peu enclins à nous arrêter et à y réfléchir en tant que phénomène. Cependant, c’est ce à quoi je me suis affairé. Plus particulièrement, je suis devenu davantage conscient et, je l’espère, davantage réfléchi, en ce qui a trait aux conversations qui constituent un aspect inévitable de mon travail quotidien en tant que conseiller pédagogique. Puisant dans mes réflexions et dans un ensemble de connaissances connexes, j’ai réfléchi aux aspects de la conversation qui la rendent propice à un apprentissage professionnel; dans quelle mesure la conversation constitue‐t‐elle un contexte valorisé d’apprentissage professionnel; les ingrédients possibles d’une conversation, ainsi que la mesure dans laquelle ceux‐ci peuvent être contrôlés ou influencés sans déranger, ou même détruire, l’essence même de la conversation; de même que les compétences et les habiletés pouvant être requises pour que la conversation constitue une occasion d’apprendre. Dans cet article, je présente le résultat de mes réflexions et interrogations dans l’espoir de susciter une conversation au sujet de la conversation en tant que contexte d’apprentissage et de développement professionnel.     

Transforming professional learning and practice in assessment for learning

Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement?

This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.[Web of Science ®] , [Google Scholar] model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education: Principles, Policies & Practices, 12(1), 39–45.[Taylor & Francis Online] , [Google Scholar] theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change.     

Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher PD needs to result in new practices and change, this paper focuses on a transformative model of PD, focused on implementing and sustaining change. This paper offers evidence of successful implementation and sustainability of practices by drawing from in-depth semi-structured interviews with teachers and principals in five Irish case study schools. It reports on the Systemic Factors to support implementation and sustainability of change: Support, Initiative design and Impact and Teacher Agency. Implications are drawn for bridging the gap between knowledge and practice or teacher PD and change within schools.     

Towards continuous professional development: Experiencing group reflection to analyse practice

Researchers and international organisations recognise that the quality of ECEC services is related to a professional and competent workforce. The latter should be part of a ‘competent system’ that is capable of linking staff's initial good education to the possibility of constantly reflecting on ideas and practices. Continuous professional development initiatives (CPD) are crucial in this discourse. This article explores possibilities for CPD paths, with a focus on group-reflection methods in which the team/group reflects on its own practice. More specifically, it presents the Wanda method which was developed by VBJK and Artevelde University College in Belgium (Fl.) through a European Social Fund (ESF) project and then adapted to the contexts of four European countries (Czech Republic, Hungary, Croatia, Slovenia) within the ISSA (International Step by Step Association) network. In 2016, VBJK was appointed by Unicef to offer a Training of the Trainers (TOT) on CPD in Albania with the possibility of re-adapting the Wanda method to the Albanian preschool context. The article ends by presenting this Albanian experience in greater detail.     

Action learning for professionals: a new approach to practice

Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice.     

Understanding classroom practice: ethnographic reflection as a methodological tool for professional development

To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a ‘new field’ could contribute to the public good and teachers' development of a ‘new habitus’. In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching.     

From learning to development: a sociocultural approach to instruction

Theories of human development and learning provide an essential framework in which to understand the mechanisms involved in the process of formal instruction as a specific form of teaching and learning in the school setting. The sociocultural theory of development, founded on the works of Lev Vygotsky, espouses the view that social interaction among two or more people is the greatest motivating force in human development. Communication, via the use of language, provides one of the most effective means of social interaction. By collaborating toward a common cultural goal, people co‐construct new knowledge by building on each participant's contribution. Based on the main tenets of sociocultural theory, the following eight interrelated principles for instruction are presented, namely, that it should be: mediated; discursive; collaborative; responsive; contextualized; activity‐oriented; developmental; and integrated.