Understanding the complexity of teacher interaction in a teacher professional learning community

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team’s collaboration was its ability to achieve synthesis, that is, the extent to which the teachers were able to abstract from concrete experiences in S&T education in order to formulate and develop a shared vision and curriculum. They exchanged many examples and were able to create a shared idea highlighting critical elements in their approach to teaching this school subject. However, the teachers experienced difficulties in determining the level at which a school-based curriculum should be defined. The outcomes of this team’s collaboration are discussed in terms of leadership and the aims of the S&T innovation.     

Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy,competence and pedagogy

Abstract

Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.     

An evaluation of a professional learning network for computer science teachers

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices.     

Inconvenient truths about teacher learning: towards professional development 3.0

Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed.     

The professional learning needs and priorities of higher-education-based teacher educators in England,Ireland and Scotland

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.     

The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes

Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the establishment of the TPD model and exploration of its impact on teacher behaviors in the curriculum implementation.

Sample, design, and methods: In the study, two representative science teachers’ implementation of the science curriculum was presented together with an in-depth study of the TPD sessions. The data from the teacher-led PD working sessions, classroom observation and teacher interview were collected. Mixed methods and case study were used to analyze the teacher performance on the PD working sessions and on the curriculum implementation.

Results: Our findings suggested that teachers benefited from the structured TPD which provided opportunities for sharing, extensive feedback, and reflection of the curriculum implementation. It showed that teachers had transformed questioning from traditional ways into constructivist-oriented patterns in the classroom. More student-centered activities were conducted and complemented with teachers’ various scaffolds for learning. Analysis of learning artifacts attested to improvements in students’ conceptual understanding of science.

Conclusion: TPD refers to a continuing and dynamic system for PD which needs to be changed and elaborated based on teacher needs, school context and the problems and challenges encountered in the teaching practice. TPD development and teachers’ growth in the belief and competences on the instruction constitute a mutual evolution process. Their evolution could guarantee the apt enactment and spread of the curriculum innovation to impact depth, to sustain and to spread.     

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.     

Year-long teacher professional development on fifth grade student science outcomes

ABSTRACT

We first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η²?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation.     

Positional identity and science teacher professional development

The aim of this study was to understand the positional identity of three African American secondary science teachers. Positional identity was operationally defined in terms of race, ethnicity, economic status, gender, religion, and age. Positional identity was posited to inform why diverse teachers with differing knowledge and experiences in science exist. An analysis of the findings suggested that the teachers' positional identity was defined beyond race, ethnicity and gender. Although the three science teachers came from very similar social backgrounds and were members of the same racial/ethnic group (African American), their positionality manifested itself in different ways: meanings of their life experiences; orientations to professional development; and future career goals in science education. Thus they possessed multiple positional identities that intersected in various ways which resulted in them having different perceptions of the world and subjectivities as science teachers. Implications included addressing positional identity and the creation of professional development models that are framed around incorporating teacher identity in addition to furthering teachers' personal and professional advancement within science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 684–710, 2008     

Community-based teacher professional development in remote areas in Indonesia

The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto Foundation has facilitated teacher professional development programme since 2010, specifically in elementary schools in the provinces of Riau, Jambi, and North Sumatra. This paper first describes how the Tanoto Foundation has designed and implemented its teacher quality improvement programme for in-service teachers in remote schools in Indonesia and then uses this context to examine to what extent teachers benefited from these programmes. Reported findings broaden our understanding of how teachers can improve their quality via privately sponsored programmes.     

The impact of a three-year teacher professional development course on quality of teaching: strengths and limitations of the dynamic approach

The dynamic approach (DA) suggests that professional development should be differentiated to meet teachers’ individual needs while engaging participants into systematic and guided critical reflection. Previous experimental studies demonstrated that one-year interventions based on the DA have a positive impact on teacher effectiveness. The study reported here investigates the impact that a long-term programme based on the DA can have on quality of teaching. In-service primary school teachers were randomly allocated into two groups. The first group received a three-year programme based on the DA whereas the second acted as the control group. Pre- and post-measurement of teaching skills was performed each year. Offering the DA for a longer period resulted in bigger effects on improving teaching skills but no change in the skills of the control group was observed. Differential effects for teachers situated at different levels are also reported. Implications of findings are drawn.     

Redefining professional identity: the voice of a language teacher in a context of collaborative learning

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images.     

Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

This study investigates, through a cluster-randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed.     

Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development

Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed.     

基于学习型组织下的教师专业化发展

《第五项修炼》是学习型组织理论的代表作之一,其思想在管理界和教育界都有很大的影响。本文基于“学习型组织”的理念,探讨了学习型组织理论与教师专业化发展之间的内在联系,并在其基础上进一步提出了“教师专业化发展的五项修炼”的策略。     

Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning

This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.     

Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research

This review provides an overview of the the current state of research on professional development in science education. An analytical frame was used, based on what is known about PD from educational research. Clarke and Hollingsworth’s model for teacher professional growth was also used to categorise the studies according to their aims and outcomes. Exemplar studies in each category are highlighted. In total, 44 recent studies were selected, all referring to science PD. The results show an increase in the number of PD studies in science education in recent years. Most PD programmes are aimed at enhancing teacher cognitions as well as classroom practice. Most recently, there seems to have been an increase in programmes that also aim at improving student outcomes through PD. All studies applied most of the characteristics drawn from research on what makes PD effective. However, school organisational conditions were not usually taken into account. Moreover, there has been a very little research on the role of facilitators and their impact on the outcomes of a PD programme.     

Placement schools as professional learning communities in teacher education

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.