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The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning
to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the
key aims of the project was to ensure that the locus of control in terms of development remains with...
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Although an increasing number of teachers carry out action research inquiries in their educational practice, the role of pupils and students is not still sufficiently explored. In spite of the theoretical requirement for pupils to be equal participants, we explored the possibility of their becoming fully-fledged action researchers. In this report w...
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... Teachers need to be involved both as learners and teachers in their own development. Inquiry can be a means of raising individual and collective capacity by challenging teachers to reflect on and revise their practice, while simultaneously promoting teacher empowerment by enabling them to develop ideas outside of their usual boundaries Wall [62]. Real and sustained educational change for teachers can occur where inquiry is central to any form of PD, and where "a much more proactive and conscious approach [to change]" Kennedy [44] is utilised. ...
Teachers play a key role in every student’s academic journey, and their attitude towards teaching and their level of preparation has direct impact on students’ achievement. Teaching within a dynamic and ever-changing educational sphere, influenced by constant educational reforms, is complex. Professional development (PD), hence, plays a crucial role in supporting teachers, their learning and professional growth. This study aimed to understand the PD opportunities for secondary mathematics teachers in Malta and to explore how these help teachers to develop their professional learning and address their needs. Using a phenomenological research design and a mixed methods approach, data was gathered via a questionnaire followed by three focus groups. Findings show that teachers view PD as vital for their development, but the PDs should be based on the teachers’ needs. Teachers seek out PDs mainly to support their teaching, and to increase student motivation and enthusiasm towards mathematics.
... In a study carried out in 33 British primary and secondary schools, where researchers supported teachers in the development activities, Wall et al. (2009) found that the theme for development activities and the control over these must be the school's. The teachers in this study wanted to develop their pupils' abilities to learn. ...
... Teacher trainers have much knowledge, but this knowledge needs to be out in the practice and shared with the teachers. Research suggests that the best way of doing this is to have teacher trainers contributing their knowledge in interaction processes in the teachers' arenas (Cobb et al. 2009;James and McCormick 2009;Keung 2009;Pedder 2011, Postholm 2011a;Sales et al. 2011;Starkey et al. 2009;Timperley et al. 2007;Wall et al. 2009). Bearing this in mind, it is safe to say that the schools in which the teachers work are the best arena for them to learn. ...
This review study includes 43 articles from 2016 and 2017 focusing on teachers’ professional development, as guided by the following twofold research question: “What characterizes teachers’ professional development in school, and how does this development influence school improvement?” The review indicates that teachers’ learning processes need to be developed if they are to lead to school improvement. It is not enough for researchers simply to study learning processes in schools; they must also conduct formative intervention studies. Ultimately, while conducting research on these processes, researchers should provoke and sustain an expansive transformation process led by and owned by practitioners—leaders and teachers in the whole school. Findings suggest that more research is needed to show how outside resource persons, such as researchers, can contribute to school development in collaboration with teachers and school leaders at work.
... The University team retained a role in framing the structure and outcomes (Bernstein, 1990) of the project through choosing activities and inputs, organising meetings and taking the lead on the publications of the project. However, throughout we privileged the teachers' voice in case studies and prioritised joint publications (for example, Hall et al., 2005;Wall et al., 2009) thus representing the authentic partnership that underpinned the process. Indeed, within this chapter schools and practitioners are named to represent the fundamental role they played in the success and outcomes of this project. ...
This chapter will dis l three underlying principles of teacher prac oner research: autonomy; disturbance; and dialogue. These principles have emerged from a range of projects we have undertaken in partnership with teachers at all levels of educa on. This dis lla on is not so much about the details of the ‘how’ of teachers’ research into learning and teaching in their own contexts - we (and many others) have wri en about this elsewhere – but rather about where the ques ons come from and how meaning is created and communicated. It is about the robust voices of teachers, and the diversity and richness of their research as harnessed through the process of prac oner enquiry. We will therefore explore how meaning is created and communicated by teachers involved and use the principles as a lynch-pin through which we explore their professional learning. The chapter will include some background to explain how we have worked with teachers, as well as narra ve, case examples and analysis to illustrate important aspects of an inquiry approach. Most importantly, we’ll include as many voices from our partnerships as possible to re ect the collabora on that made this learning possible.
... In relation to our project, the impulses in this first stage came from a global tendency; national and international research indicates that teachers consider their own learning to be the most important factor in their professional development, and thus for the outcome of the pupils' learning (Postholm, 2010;Timperley et al., 2007;Wall et al., 2009). Another influential research finding was that reflection based on concrete observation is the best strategy for further developing one's own teaching practices (Clausen et al., 2009;Ono and Ferreira, 2010;Postholm, 2008;Timperley et al., 2007). ...
The lesson study (LS) model, which originated in Japan, has become popular all over the world. This article will highlight some of the challenges encountered when the LS model was picked up and introduced in a local school context in a Norwegian municipality. The article views this process in the light of research on LS-model transfer into local contexts in various countries, and considers the impact modes of collaboration have on the implementation of a borrowed idea. The aim has been to reflect upon the challenges encountered in transforming a global idea into local practice. A four-stage composite-process model has provided the framework for this personal reflection: stage 1: cross-national attraction; stage 2: decision-making; stage 3: implementation; and stage 4: internalisation. The article argues that the LS model may undergo a transformation from an idea that is global, into a practice that is glocal.
... In a study carried out in 33 British primary and secondary schools, where researchers supported teachers in the development activities, Wall et al. (2009) found that the theme for development activities and the control over these must be the school's. The teachers in this study wanted to develop their pupils' abilities to learn. ...
... Teacher trainers have much knowledge, but this knowledge needs to be out in the practice and shared with the teachers. Research suggests that the best way of doing this is to have teacher trainers contributing their knowledge in interaction processes in the teachers' arenas (Cobb et al. 2009;James and McCormick 2009;Keung 2009;Pedder 2011, Postholm 2011a;Sales et al. 2011;Starkey et al. 2009;Timperley et al. 2007;Wall et al. 2009). Bearing this in mind, it is safe to say that the schools in which the teachers work are the best arena for them to learn. ...
Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument: The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.Sources of evidence and method: To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories.Conclusions: The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers.
The proliferation of Web 2.0 tools in visual arts education has ushered in multifaceted learning environments that cater to diverse sensory experiences. Among these tools, Canva for Education stands out, offering an array of visual assets, content, and templates for diverse design endeavors. This tool not only augments learning experiences but also enhances creativity by piquing students' engagement through its myriad features. Nonetheless, the efficacy of such a tool is augmented when intertwined with active learning methodologies in pedagogical settings. Specifically, when Canva for Education is embedded within a collaborative learning framework, it fosters a distinct learning milieu, promoting peer-to-peer interactions. In this paper, activities that can be implemented in collaborative groups with Canva for Education application in middle school visual arts class were introduced. These activities were prepared within the framework of the objectives related to the use of technology in visual arts curriculum in Turkey. Within the scope of this study, products developed with different design types are presented to guide teachers. It is thought that these activities will provide insights for practitioners and students on the use of Canva for Education.
Das selbstgesteuerte Experimentieren ist laut den nationalen Bildungsstandards sowie den Lehrplänen im Fach Chemie ein wichtiger Bestandteil der naturwissenschaftlichen Schulbildung. Offene Experimentierformen sind jedoch wenig etabliert. Um das selbstgesteuerte Experimentieren in die Unterrichtspraxis zu implementieren, wurde im Rahmen dieses Forschungsprojekts eine eintägige Lehrkräftefortbildung zur Konzeption von selbstgesteuerten Experimenten im Chemieunterricht durchgeführt. Dazu wurde ein literaturbasiertes Strukturierungskonzept entwickelt, mit dem die Lehrkräfte kochbuchartige Schulversuche zu selbstgesteuerten und kompetenzorientierten Experimenten mit beliebigen Öffnungsgraden modifizieren können.
Begleitend zur Fortbildung wurde im Prä-Post-Follow-Up-Design das fachdidaktische Wissen der Teilnehmenden hinsichtlich der Planung von selbstgesteuerten Experimenten empirisch überprüft. Zur Erfassung dieses Konstrukts wurde ein neues Messinstrument literaturbasiert entwickelt und die Güte des Messinstruments evaluiert. Die Auswertungen zeigen, dass die Fortbildung hinsichtlich des fachdidaktischen Wissens der Lehrkräfte kurz- sowie langfristig lernförderlich ist und die Fortbildung von den Teilnehmenden positiv bewertet wird. Die Reliabilitätsanalyse sowie die Validierungsstudie zeigen, dass der Test sowohl reliabel als auch valide ist. In Folgestudien könnte die langfristige Verhaltensänderung der Lehrkräfte bezüglich der Implementierung des selbstgesteuerten Experimentierens in den Unterricht untersucht werden.
Bu çalışmanın amacı, Sosyal Bilgiler öğretiminde İşbirlikli Öğrenme yaklaşımının etkilerini konu alan, son 10 yılda Türkiye’de ve diğer ülkelerde yapılmış çalışmaların çeşitli süreçlerden geçirilerek sunulmasıdır. Meta sentez (tematik içerik analizi) yöntemi ile yürütülen araştırmaya, tam metin olarak ulaşılabilen ve çalışmada belirlenen ölçütleri sağlayan 36 araştırma, çalışma kapsamına alınarak, belirlenen ölçütler eşliğinde meta-sentez çalışması yapılmıştır. Bu doğrultuda araştırmada yer alacak olan çalışmalara ulaşabilmek amacıyla, BAU (Bahçeşehir Üniversitesi), ERIC (Education Resources Information Center), Google Scholar ve Education Source veri tabanlarında alan yazın taraması yapılmıştır. Ulaşılabilen makaleler, çeşitli değişkenler doğrultusunda incelenmiş ve “doküman analizi” tekniği kullanılarak, analiz ve sentez süreçlerinden geçirilerek derlenmiştir. Meta-sentez sonucunda, sosyal bilgiler öğretiminde yapılandırmacı yaklaşım doğrultusunda kullanılan İşbirlikli Öğrenme yöntem ve tekniklerinin, hem akademik başarı, tutum, sosyal gelişim, motivasyon ve öz-yeterlik gibi öğrenmeyi etkileyen pek çok değişken üzerinde, hem de öğrencilerin okuduğunu anlama ve kavrama düzeylerinde olumlu yönde etki ve değişikliğe yol açtığı görülmüştür. Öğrencilerin hem bireysel hem de grup düzeyinde başarılarının artması dışında, demokratik tutumlarını geliştirme, öz-denetim, tarihsel bilinç/duyarlılık ve empatik yaklaşım kazanma, çok kültürlülüğe dair kavramların öğretilmesi ve anlaşılması gibi konularda da öğrencileri geliştirici ve destekleyici olduğu bulunmuştur. Bu doğrultuda, yöntemin etkililiğine etki eden pek çok değişken vardır ve çalışma sonuçları, diğer çalışmalarla benzerlik göstermektedir.
Eindrapport wetenschappelijke reviews NWO-PROO
