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Chapter 6: Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development
... Moreover, there was a statistically significant variation between Level II and Level III schools as a result of perceived CPD implementation in the sense that schools which reported a better level of CPD implementation had greater mean SLO. In fact, professional development which is tailored to and contributes to developing professional habits and norms of team work and experimentation (Little, in Wilson & Berne, 1999), could result in a learning school which is characterized by availability of continuous lifelong learning that shapes both thinking and way of doing (Collinson et al., 2006;Guskey, 2002). On the other hand, the level of SLO was not promising in schools where low CPD implementation prevails. ...
... On the other hand, the level of SLO was not promising in schools where low CPD implementation prevails. Poor CPD is characterized in the literature in terms of seasonal workshops, mass trainings from outside and intermittent off-job trainings (Wilson & Berne, 1999;Gyamtso et al., 2017) . Instead, organizational learning, one which is embedded in the school system, works best for context-bound learning and growth (Fullan, 2007;Senge et al., 2012). ...
Using Organizational Learning (OL) as a theoretical lens, this study examined the perceived level of OL in primary and middle schools in the Amhara Regional State, Ethiopia. To this end, a descriptive survey design involving 785 teachers selected from 48 primary schools was used. Data was collected using standard questionnaires and analyzed using various statistical tools. The results showed that target schools had a mean that is slightly above average in learning the instructional reforms, but the magnitude varies with school level, and level of implementation of continuous professional development. Regarding, learning agency, team learning and school-level learning were found higher than learning at personal agency. However, most teacher and school-level variables did not result in significant variation in school as LO probably due to the deep-rooted tradition of top-down reforms. From the results, it is understood that OL in primary schools, especially in Level III schools, is taking root through collective agency, but some fundamental constructs and features of LO were overlooked. This calls for the need to align the schools' standardization guidelines to the constructs and features of LO. Moreover, it sounds well to revisit the long-held top-down tradition of introducing reforms.
... In response to the high stakes accountability measures of NCLB to increase student achievement for all students, professional development was implemented as an instrument to improve instruction putting teachers at the forefront to attain increased results in student achievement (Blank & Alas, 2009;Smith & Gillespie, 2007;Wilson & Berne, 1999). Consequently, the professional development implemented had received mixed reviews about what worked and what was effective. ...
... With the heightened focus of teacher accountability in relation to student test scores since the inception of NCLB, states and districts were positioned to make a swift shift in focus and begin to hold educators more accountable for student results (Blank & Alas, 2009;Smith & Gillespie, 2007;Wilson & Berne, 1999). As a result, school leaders were presented with the daunting task to design professional development programs for teachers in a strategic manner. ...
... As a professional development and research team, the authors embrace a situative perspective. This recognizes that PD situated in and informed by teacher experiences, individual needs, and school contexts holds promise for making PD more effective and relevant (Shriki & Lavy, 2012;van Veen et al., 2012;Wilson & Berne, 1999). This situative perspective requires recognizing teachers as experts in their practice and agents in their learning. ...
... Overall, studies agreed that teacher candidates need effective feedback to enrich their knowledge of pedagogy (Wilson & Berne, 1999). However, apparently few researchers were interested in comparing E-feedback with traditional feedback for the purpose of improving teacher candidates' teaching practices. ...
By using video feedback as a treatment, this quasi-experimental study is aimed to capture the dynamic evolution process of teacher candidates' belief of comprehensible input. It compares the changes in teacher candidates' belief of comprehensible input among different feedback groups. A mixed method, which contains the pre and post surveys, semi-structured interviews, and micro-teaching assignments decoding, is used to boost the internal validity of the research design. An ANCOVA analysis was conducted through controlling different co-variances. The results suggest that after the treatment there is no statistically significant difference in teacher candidates' post-treatment belief of comprehensible input. This result is aligned with the patterns that were generalized from semi-structured interviews: 1) a lack of changes in the teacher candidates' belief of comprehensible input after receiving feedback, 2) an alignment between the teacher candidates' micro-teaching performances and their belief of comprehensible input, and (3) the teacher candidates' positive perceptions of the video feedback.
... Similarly, according to Seyoum (2011), educational changes can succeed if "teachers are prepared with subject matter knowledge and an evidence-and-standards-based repertoire of pedagogical abilities" (p.381). Given the critical necessity of professional development programs for the successful implementation of any educational change, the quality of school staff learning activities is a vital consideration in both policy discussion and educational research (Wilson & Berne, 1999). While many teacher educators do not have access to externally planned and mandated professional development opportunities, they can create opportunities for themselves by taking self-initiatives such as reading new books or journal articles (Phelps, 2006;Baily, et al., 2001), participating in action research, re ecting on their teaching (Johnston, 2003;Nunan, 2001; Bartlett, 1990), working collaboratively with their colleagues, sharing skills, experiences, and sol (Richards & Farrell, 2005). ...
The purpose of this study was to examine the need or continuing professional development (CPD) among secondary-level schoolteachers in Karachi. The education budgets of developing countries may not allow for the implementation of a continuous professional development system. The researcher proposed that schools hire a team of educational experts to work on the training of a small number of master trainers who will provide on-the-job training to untrained teachers in their respective schools. This concept of continual professional development fits well within the Karachi schools, which have limited financial resources. In this qualitative research, data were gathered from interviews with male and female teaching faculty members from 6 different private and 3 different public sector secondary-level schools in Karachi. The interviewed teachers agreed that CPD should be compulsory for teachers and schools and should motivate their staff to continue profession development; additionally, they must have a mechanism for doing so. To encourage teachers to seek professional development opportunities, schools should attract/motivate teachers to engage in CPD through rewords, especially cash rewards such as salary increases. Schools also have proper mechanisms for checking the CPDs of their staff, and promotions/appraisals should be associated with CPD programs.
... To read and research (Nunan, 1997), to keep and consult records (Wilson & Berne, 1999), to have and later be a mentor The fact that professional development is vital for the educational sector pushes stakeholders to invest in the development of effective PD programs. ...
MOOCs have gained undeniable popularity in the educational sphere in recent years, particularly in professional development. It is considered a novel opportunity for instructors to take charge of their Continuous Professional Development journeys. However, its reach remains minimal in the Moroccan EFL context. Hence, the present study sought to investigate the attitudes of a sample of Moroccan EFL teachers concerning the use of MOOCs as a form of CPD. Results revealed positive attitudes due to the customizable learning experiences these courses provide. These findings emphasize the conspicuous role that MOOCs could have in improving an overlooked sector in the Moroccan sphere. As such, the study at hand has the potential to contribute to the perpetual conversation on the adoption of MOOCs in teachers’ CPD, yielding a foundation for future research in the Moroccan educational landscape.
... Teacher learning in productive communities of practice requires the construction of "critical collegiality," which entails critiquing, questioning, challenging, and confronting opposing ideas and disagreements with competing viewpoints [12,24], as well as an inquisitive posture that can facilitate careful consideration of the various antecedents, implications, and possibilities for action in the phenomenon of teaching and learning [25]. However, power relations and authority in a teacher's community of practice may inhibit a critical reflective inquiry stance to some extent. ...
Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct power relations and authority through discursive interactions in an online practice community, as well as its impact and implications for teachers' pedagogical inquiry and learning. This study analyzes discursive interactions in teachers' online communities of practice from a sociological perspective, providing a new perspective for analyzing teacher participation and learning in teachers' online communities of practice.
... There are three recurring characteristics in the research literature on sustainable in-service programmes. These are: teachers solving authentic problems; teacher learning as a social exercise; and teacher learning being spread or distributed across a community (Grossman, Wineburg, & Woolworth, 2001;Marx, Blumenfeld, Krajcik & Soloway, 1998;Stewart & Prebble, 1993;Putnam & Borko, 2000;Stoll & Fink, 1995;Wilson & Berne, 1999). Consequently, it was decided that in the third year, four key components would be supported and built on in the revised professional development: ...
... Mehr und mehr setzt sich jedoch die Auffassung durch, dass man auch das Lernen von Lehrpersonen, wie das Lernen von Schülerinnen und Schülern, kognitiv-konstruktivistisch interpretieren und demzufolge als einen sozialen, kumulativen und individuellen Prozess der Konstruktion von Wissenskomponenten betrachten kann, der sich im diskursiven Austausch mit anderen vollzieht und der durch die Konfrontation mit neuen Ideen, Sichtweisen und Mei-nungen befördert werden kann (Messner & Reusser, 2000). Inwieweit dieser Ansatz jedoch für die Beschreibung und Erklärung aller Wissensbereiche und Handlungskompetenzen trägt, ist noch offen (Wilson & Berne, 1999). Eine tragfähige Theorie des Lernens von Lehrpersonen muss -und dies macht die Sache noch komplexer -nicht nur die Lernvoraussetzungen und Lernprozesse von Lehrpersonen berücksichtigen, sondern auch eine Verbindung zum Lernen der Schülerinnen und Schüler herstellen. ...
Im Unterschied zu älteren Untersuchungen verdeutlicht eine Reihe aktueller Studien die Wirksamkeit von Fort- und Weiterbildungsmassnahmen für das Lernen von Lehrpersonen und deren Weiterentwicklung von Unterricht. Allerdings ist die Wirksamkeit dieser Massnahmen von einer Reihe von Merkmalen abhängig. Wie erfolgreich das Lernen von Lehrpersonen im Rahmen von Fort- und Weiterbildungen verläuft, ist abhängig von Merkmalen der Weiterbildung selbst, von Bedingungen des Schulumfeldes sowie von Voraussetzungen der Lehrpersonen. Dieser Beitrag fasst den entsprechenden Forschungsstand zusammen.
... Forschungsergebnisse zeigen, dass der gegenseitige Austausch und die gemeinsame Refl exion über das eigene oder fremde Unterrichtsgeschehen eine bedeutende Rolle spielen, um das eigene Unterrichtshandeln zu überdenken und die Expertise zu erweitern (Putnam & Borko, 2000;Wilson & Berne, 1999). Zentral für den gemeinsamen Austausch über Unterricht, sowohl online als auch face-to-face, ist die Etablierung einer konstruktiven Kultur des gemeinsamen Refl ektierens und Diskutierens (Krammer & Reusser, 2004;Reusser, 2005). ...
Im Rahmen einer Weiterbildung untersuchten wir Bedingungen und Wirksamkeit des Lernens mit Unterrichtsvideos. In Workshops und Online-Phasen haben Mathematiklehrpersonen aus Deutschland und der Schweiz Videoaufnahmen aus ihrem eigenen Unterricht und demjenigen von anderen Lehrpersonen analysiert und diskutiert. Mit dem Einsatz von verschiedenen Untersuchungsinstrumenten wurde die Weiterbildung wissenschaftlich begleitet. Die Evaluation fokussierte auf Informationen über Prozesse des netzbasierten Lernens mit Videos, über die Akzeptanz der Weiterbildung bei den Lehrpersonen und über Veränderungen des unterrichtsbezogenen Wissens durch die Weiterbildung. Die Ergebnisse zeigen, dass die Weiterbildung bei den Lehrpersonen hohe Akzeptanz fand und als zwar zeitaufwendig, aber auch als sehr anregend wahrgenommen wurde. Die positive Einschätzung der Lehrpersonen bestätigt sich in den Veränderungen in deren Wissen, welche sich in den Videobefragungen und in den Online-Diskussionen zeigen. Basierend auf den Ergebnissen aus dem Weiterbildungsprojekt werden in diesem Beitrag abschliessend Prinzipien für die produktive Arbeit mit Unterrichtsvideos in der Aus- und Weiterbildung von Lehrpersonen aufgezeigt.
... In this sense, the literature reports critical features of TPD programmes that are related to positive effects in the construction of teachers' knowledge, the development of their skills and the qualification of teaching practices (Kennedy, 2014). Furthermore, these features have been positively associated with student learning (Hawley & Valli, 1999;Kennedy, 1998;Wilson & Berne, 1999). The main features of each of these characteristics are presented in Table 1, along with some of the research that supports them, such as key features of TPD programmes. ...
This review aimed to provide an overview of teacher professional development programmes for teacher training carried out in Latin America, considering the critical characteristics for PD reported in the literature. The 34 studies were analysed based on six critical features that were identified as being important in order to achieve a positive impact on the practice of teachers. The analysis allowed us to identify the presence of the following critical features: (i) duration; (ii) content focus; (iii) active learning; (iv) programme type; (v) collaborative participation; and (vi) coherence in the professional development programmes studied. The characteristic of collaborative participation is expressed in the opposite way to what is reported as effective in the literature. While the five critical features are not explicitly mentioned by the most studies analysed, a tendency to consider these features in the design of PD programmes was identified.
... Over the last two decades, mathematics education researchers have portrayed quality professional development (PD) as being collaborative and situated in teachers' instructional context (Ball & Cohen, 1999;Borko et al., 2008;Horn & Garner, 2022;Kazemi & Hubbard, 2008;Wilson & Berne, 1999). Here, I refer to these designs as Collaborative Sensemaking as Professional Development (CSPD). ...
Educational researchers widely acknowledge the promises and impediments of teachers’ collaborative sensemaking, illuminating the need to recognize additional resources that are salient for teachers within professional interactions. In line with this overarching goal, this study explores the role of mathematics teachers' previous professional experiences in their collaborative sensemaking. Theoretically, it is rooted in ecological theories of learning, highlighting that learning is always shaped by an interconnected set of environments. Empirically, it builds on data from a research–practice partnership with a professional development (PD) organization, where we used classroom video to support secondary mathematics teachers' teams in improving their practice. The analysis first portrays two video-based conversations to illustrate the potential of inviting and building on teachers’ previous experiences and resources to support their collaborative reasoning. Then, it looks across nine video-based conversations of the same two teams and systematically describes experiences and resources that teachers spontaneously reference through six categories: PD workshops, conferences, PD organizations, online resources, research and policy, and curricula. These categories provide a framework for designers and facilitators who want to take seriously the practice of acknowledging that teacher learning happens through a complex web of learning experiences. The study brings forth the affordances of taking a learning ecology perspective on teacher collaborative sensemaking as professional development (CSPD) and provides guidance for designing, facilitating, and analyzing CSPD conversations in ways that center on teachers’ prior knowledge and experiences.
... (Heritage, 2007;McMillan, Myran, & Workman, 2002), and those now in use don't have enough psychometric defensibility (Byrd, Hlas, Watzke, & Valencia, 2011). Thus, educational institutions are increasingly relying on student testing results to judge the quality and efficacy of educators (Byrd et al., 2011;Wilson & Berne, 1999). Teaching and learning quality over the period has been evaluated with summative evaluation in Kenya (Henry, Nyaga, & Oundo, 2014). ...
... Teachers due to their proximity to students know directly what is required to improve students' learning (Wilson, 1999). Therefore, teacher leadership competency should be promoted and supported for the success of any effort on educational reforms. ...
In spite of the wide acceptance of teacher leadership competency and the support received across the world for teacher leadership competency, it is still in its nascent stage in India. Indian teachers were mainly restricted to the classroom, though they have immense capabilities to become efficient leaders. In certain cases, the teachers are forced to take leadership roles to develop leadership skills without prior training. The government has also failed to take necessary steps to develop leadership skills among teachers. Much of teachers’ roles and responsibilities were centered around their daily chores. The teachers thus, fail to recognize their roles as leaders to students. They do not associate their leadership with teaching skills. This, in turn, may cause dissatisfaction among the teachers, which, in turn, have a cascading effect on student outcomes. In this context, the current study intended to analyze the effect of teacher leadership competency on their job satisfaction and on student outcomes.
The study adopted a descriptive and explanatory research design. The study sample included 500 teachers from the secondary schools of Hassan district, Karnataka. The samples were selected through stratified random sampling technique. Survey was conducted among the study participants with the help of questionnaires to gather quantitative data. Interviews were also conducted among selected Headmaster/Headmistress or Principals for obtaining qualitative data.
The current study found that the various measures of leadership competencies of teachers were possible predictors of teacher leadership competency. The leadership competencies of teachers were also found to have a significant effect on student’s social outcome and academic outcomes. The leadership competencies of teachers have a significant effect on the determinants of job satisfaction among teachers like work groups, mentally challenging work, incentive and rewards, supervision and working conditions. Further, job satisfaction of teachers also determined the social and academic outcome of students.
... Das Professionswissen von Mathematiklehrkräften, wie es hier modelliert und erfasst wurde, erweist sich für diese nicht nur als standesspezifisch, sondern ist positiv mit Zuwächsen in der Schülerleistung assoziiert . Wilson & Berne, 1999). Die Entwicklung präziser psychometrischer Testinstrumente und deren Einsatz bei einer größeren Stichprobe angehender Lehrkräfte tragen so weiterhin zu verallgemeinerbaren Erkenntnissen über den Professionswissenserwerb und einer evidenzbasierten Optimierung oder Reform des Lehrkräftebildungssystems bei. ...
Der vorliegende Band vereinigt erstmals die vielfältigen und einflussreichsten empirischen Untersuchungsansätze zum professionellen Wissen von Mathematiklehrkräften der beiden letzten Jahrzehnte. Er ermöglicht allen Leserinnen und Lesern unabhängig von ihren Vorkenntnissen einen raschen Einstieg in dieses zentrale Thema fachdidaktischer Forschung und gewährt einen informationsreichen Überblick über aktuelle Entwicklungen in diesem Bereich der Bildungsforschung. Die wesentlichen Ergebnisse zum pädagogischen Wissen, zum fachdidaktischen Wissen und zum Fachwissen, den Kernkategorien des Professionswissens von Mathematiklehrkräften, werden in neun Kapiteln systematisch und prägnant aufbereitet, immer illustriert anhand konkreter Testinhalte und -aufgaben für Lehrkräfte. Hierbei liegt ein besonderes Augenmerk darauf, die empirischen Erkenntnisse allgemein verständlich und anhand zahlreicher praktischer Beispiele für alle Interessentengruppen handlungsnah zu veranschaulichen, ihren unmittelbaren Praxisbezug zu verdeutlichen und so für die eigene Unterrichtstätigkeit wie auch die Aus-, Fort- und Weiterbildung von Mathematiklehrkräften fruchtbar zu machen.
Dieser übersichtliche, gut lesbare Sammelband eignet sich somit einerseits für angehende Mathematiklehrkräfte wie auch Mathematiklehrkräfte im Beruf zum Selbststudium. Andererseits bietet er insbesondere allen, die an den verschiedenen Qualifizierungsphasen der Lehrkräftebildung beteiligt sind, einen reichhaltigen, unentbehrlichen Fundus an detailliert beschriebenen Unterrichtssituationen, empirisch abgesicherten fachdidaktischen Empfehlungen sowie konkreten Handlungsoptionen. Er vermittelt wertvolle Anregungen zur Gestaltung von qualitätsvollem Mathematikunterricht, zu dessen innovativer Weiterentwicklung und Optimierung und zur Förderung der mathematischen Kompetenzen von Schülerinnen und Schülern als dessen Zielkriterium.
... In doing so, it assures that the characteristic of foreseeing in teachers needs and learning preferences is also met (Day, 1999). The work of Assen and Otting (2021) reflects the characteristic of collaborative learning emphasizing the need for interaction and exchange with colleagues (Wilson and Berne, 1999) and characteristic of meaning making through reflection (Smith and Gillespie, 2007). An important characteristic that has not been (explicitly) dealt with is offering repeated and longitudinal support (Smith and Gillespie, 2007). ...
The current study explores to what extent design thinking supports students in hospitality education to develop higher-order thinking skills. A survey and student portfolios were used to gain insight into students’ thinking skills. Findings demonstrated that industry partners were more satisfied with the students’ thinking and innovation skills than facilitators (educators). In addition, findings showed a variation in students’ higher-order thinking skills depending on students’ prior education and/or experiences in the hospitality industry. The study suggests that a holistic and integrative approach to design thinking in the hospitality educational curriculum is needed to support the development of higher-order skills.
... These features include (a) a focus on content knowledge, (b) opportunities for active learning, and (c) coherence with other learning. Additionally, other authors argued that there is a research consensus on the main features of effective PD that are critical to increasing teacher knowledge and skills, thus improving their practices [25][26][27][28][29][30]. Effective PD programs must be designed to enhance the level of teaching skills in the classroom [16,19,21]. ...
This paper aims to provide an understanding of effective professional development (PD) for mathematics teachers according to the context of South Sudan schools. Hunsicker’s (2011) checklist of effective PD was taken as a framework. The framework has five characteristics—supportive, job-embedded, instructional focused, collaborative, and ongoing—and these five characteristics have been used for shaping the study. Interviews were designed and administered to educational officials, principals of two schools, and six sampled mathematics teachers, patterning their understanding about effective PD of mathematics teachers in the South Sudan school context. The analysis showed that the types of PD that exist in the South Sudan school context include the preparation of a lesson plan and the scheme of work for novice teachers, a weekly professional participation of teachers within their working hours, and informal dialog and guidance among peers. In addition, some unqualified teachers are sent to teacher training institutions during holiday times, which can be regarded as a kind of in-service and continuous PD. Our findings are that most of the participants do not have a clear view of what effective PD means. The participants mentioned aspects that can be seen as parts of effective PD according to the literature, but none of them had a holistic or explicit understanding. There is a need to engage those stakeholders to work deeply on aspects of effective PD if a meaningful improvement in student learning is to happen in classrooms.
... In reviewing empirical research, Bakkenes, Vermunt, and Wubbels (2010) note that teachers learn by experimenting and trying out new teaching methods; from interacting with students and colleagues; by sharing materials in project groups; from external sources such as books, magazines, and seminars; and by "consciously thinking about one's own teaching practices (reflection)" (2010, p. 535). In contrast, numerous studies cite the ineffectiveness of organized PD activities where teachers have not been included in the decision-making (external structures only) because they treat teachers as recipients of learning rather than the determiners of it (Ball & Cohen, 1999;Van Veen, Zwart, & Meirink, 2012;Wilson & Berne, 1999). Further limitations of PD activities on teachers' learning are that the design of such activities rarely acknowledge the individual experiences, expertise and / or prior knowledge of the teachers involved in the PD (Anderson & Olsen, 2006;Berliner, 2004;Day, Sammons, Stobart, Kington, & Gu, 2007). ...
This study explores teachers’ professional learning (TPL) in the context of a school-wide implementation of Project Based Learning (PBL). Using phenomenology, we studied the narratives of two teachers engaged in the implementation. The questions driving this research are: How do teachers conceptualize their learning as professionals involved in a curricular innovation (in this case, PBL)?; What shifts in practice and identity occur?; What concepts are central to teachers’ professional learning?; and, What does this reveal about a stance of inquiry in professional learning? The analysis clarifies the nature of professional learning, which we articulate as a set of proposed concepts of TPL. Further connections are made between these findings about TPL and the theory of inquiry-as-stance.
... En fait, le caractère ambigu, incohérent et parfois implicite des orientations peut ainsi influencer largement l'interprétation que font les différents acteurs du milieu éducatif et représenter des obstacles susceptibles d'entraver la mise en oeuvre d'une intervention éducative en lien avec les fondements à la base de l'enseignement des SHS. Dès lors, les enseignants peuvent, comme l'affirment Wilson et Berne (1999) Lenoir, 2010) apportent déjà quelques pistes de réponses à ces nombreuses interrogations. Ces recherches constatent notamment le caractère bien enraciné de certaines convictions sur l'enseignement et l'apprentissage des SHS chez les futurs enseignants et la grande difficulté que rencontrent les dispositifs de formation à faire évoluer ces convictions. ...
L’article présente une analyse du discours officiel relatif à l’enseignement des sciences humaines et sociales (SHS) au primaire. Pour ce faire, l’analyse descriptive des orientations gouvernementales sera accompagnée de l’identification d’un certain nombre de zones d’ombre (incohérences, ambiguïtés, contradictions, etc.) qui y sont sous-jacentes. Des apprentissages considérés comme étant importants à construire, mais qui ne font pas l’objet d’une évaluation, une compétence à développer considérée comme fondamentale alors qu’aucune plage horaire n’est prévue au régime pédagogique à son enseignement, des compétences centrées sur la capacité à raisonner et à argumenter alors que l’évaluation se centre davantage sur la description de connaissances factuelles n’en sont que quelques exemples. N’étant pas toujours univoques, ces orientations sont susceptibles de laisser place à des lectures et des interprétations variées sur le plan des paramètres devant présider à l’intervention éducative de l’enseignant, notamment en ce qui a trait à l’apport des SHS à la triple mission de l’école québécoise, au statut et à la place des savoirs scolaires au sein d’une approche par compétences, ainsi qu’au rôle de la démarche d’enseignement-apprentissage dans l’intervention éducative.
... Current understanding about CPD effectiveness relates mostly to design. Similar descriptors of effective CPD design arise across many studies and include aiming for deep professional knowledge, providing adequate time including regular sessions, enabling active participation, involving collective learning and focusing on teacher learning as well as student outcomes (Avalos, 2011;Caena, 2011;Cordingley et al., 2003;Darling-Hammond et al., 2017;Kennedy, 2016;Nelson et al., 2015;Ping et al., 2017;Timperley et al., 2007;Wilson and Berne, 1999). Collective learning is evidently fundamental to effective CPD, and a learning community is one structure which 'brings practitioners together in a systematic way to examine and make problematic features of practice with the intention of development and improvement' (Groundwater-Smith and Mockler, 2009: 103). ...
... In that respect, teachers should be considered as active learners during their professional development process, and a collaborative approach should be promoted from a position of critical collegiality (Wilson and Berne 1999;Borko 2004;Desimone;). More recently, Darling-Hammond, Hyler, and Gardner (2017) have highlighted that effective professional learning programmes are oriented to specific content, promote active learning for teachers, support collaboration, use modelling of effective practice, include coaching and expert support, provide feedback and reflective practice, and are organised with adequate time for teachers' learning. ...
Research shows that Professional Learning Communities (PLCs) foster teachers’ professional learning. However, there is little knowledge about their implementation among early childhood (EC) teachers in Chilean and Latin American contexts. This article seeks to characterize two PLCs composed of EC teachers and to analyse, from the participants’ perspectives, the experience as a professional learning process. From a qualitative perspective, a multiple case study was developed. 27 EC teachers participated, 12 from PLC 1 and 15 from PLC 2. Datacollection included non participant observations, interviews and focus groups. Data were analysed by an open coding process based ongrounded theory. The results show that each PLC highlighted different aspects related to pedagogical practice, self-care practice, trustand close relationships, and institutional validation. From the teachers’ perspective, PLCs contribute to professional learning, in terms of fostering complex and critical reflective practice, and collaborative conceptual learning that promotes not only knowledge acquisition and construction but is also empowering for teachers. Practical and investigative implications are discussed.
... The students' ability to overcome complex issues or hurdles in daily life is another benefit of learning English. Teaching English to youngsters at the school level is a general requirement to strengthen their adult life abilities (Wilson & Berne, 1999). All residents must improve their English proficiency to make their country more competitive on the world stage. ...
We value the English language because it makes communication easier. All around the world, it is the major language used to learn any subject. Students need to learn English because it helps them think critically, grow emotionally, and improve their quality of life by providing access to job opportunities. Since the First World War, Iraq's educational system has mandated that English be taught and learned. Males and females learn and manage behavior differently. The current study's goal is to ascertain the impact of differentiated education on students' performance in English at public universities in Iraq. For this reason, a simple random sampling strategy was used to perform the study on 200 level 2 English students (100 males and 100 females). The English accomplishment test served as the research instrument for the quasi-experimental study. Pre-test and post-test data analyses were conducted using descriptive and inferential statistics. The findings show that when students received differentiated instructions, their academic success in the English subject was unaffected by their gender. This study could be regarded as a pioneering study that could aid other researchers in conducting their research in various nations with different conclusions. The research findings may contribute to a body of knowledge for differentiating instruction and serve as a platform for future research.
... Up to now, there is no study -to our knowledge -exploring how teachers acquire knowledge about leading classroom discourse in the context of a TPD programme. This is surprising because knowledge acquisition is an important outcome of TPD (Wilson and Berne 1999). Most findings in the field are based on teachers' opinions and self-reports and neglect to measure teachers' general pedagogical knowledge and changes in such directly (Goldschmidt and Phelps 2010). ...
Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. In a one-year intervention study, we investigated how both designs affected teacher knowledge about classroom discourse and teacher beliefs. Both programmes were filmed, and the implementation of their design features was video-analysed. The effects on teacher knowledge and beliefs were measured via self-reporting and a knowledge test. The results show no differences in teachers’ knowledge acquisition over time. However, the adaptive-to-practice programme was significantly more successful in affecting teacher beliefs. The findings are discussed in light of further research and practical implications for teacher professional development.
... Across different conceptualizations and research strategies, teachers' diagnostic competences have repeatedly been identified as necessary for reacting to students' utterances in student-centered and adaptive ways (Ball and Cohen 1999;Empson and Jacobs 2008) and as having a significant impact on students' learning gains (Brunner et al. 2013;Franke et al. 2001;Wilson and Berne 1999). Prospective and practicing teachers' informal or formal formative assessments have been investigated from many perspectives, such as noticing practices and diagnostic thinking processes, examining diagnostic competence (i.e., the knowledge, skills, beliefs) and motivations needed to carry out diagnostic processes (e.g., preparing, organizing, executing, and reflecting diagnostic situations, activities and judgments), and assessing task complexity in order to direct didactical actions (Artelt and Gräsel 2009;Leuders et al. 2018;Stahnke et al. 2016;Weinert et al. 1990). ...
Teachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles ( N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.
... We situated our work in multi-year professional development (PD) connected to the long-standing research and PD project, Cognitively Guided Instruction (CGI; Carpenter et al., 2003Carpenter et al., , 2015Carpenter et al., , 2017Empson & Levi, 2011). Centered on providing teachers opportunities to engage with research-based knowledge of children's mathematical thinking and how instruction can build on that thinking, CGI is one of the few projects that has consistently documented gains in teacher learning and student achievement (Carpenter et al., 1989;Fennema et al., 1996;Jacobs et al., 2007;Kennedy, 2016;Schoen et al., 2018;Villaseñor & Kepner, 1993;Wilson & Berne, 1999). We used this context of multi-year PD to purposefully assess teachers with varying amounts of PD as a way to maximize the range of noticing expertise in our sample. ...
This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking. Our assessment addressed the three component skills of professional noticing of children’s mathematical thinking: (a) attending to children’s strategy details, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings. We used a latent class analysis to empirically identify three distinct “profiles” of noticing expertise—subgroups of teachers who responded similarly to each other and differently from teachers in other profiles. The profiles differed in their overall noticing expertise as well as their patterns of strengths and areas for growth across the component skills. Thus, the profiles provide a concise, multi-dimensional characterization of noticing expertise that integrates expertise in each of the component skills. The profiles also provide tools for differentiating learning opportunities for teachers in professional development. In addition, our design allowed us to compare teachers’ expertise in two common forms of deciding how to respond: deciding on follow-up questions and deciding on next problems. In all three profiles, teachers demonstrated more expertise when deciding on follow-up questions than when deciding on next problems, suggesting not only a starting point for teacher learning but also the need for a line of research focused on different forms of this component skill.
... These practices, which are marked by conceptual understanding and flexible problem-solving, are often notably different from the mathematics instruction that teachers experienced as students . As such, the past 25 years have seen a growing consensus that learning to teach in these ways requires substantive, ongoing, job-embedded forms of support (Ball & Cohen, 1999;Campbell & Malkus, 2011;Gibbons & Cobb, 2017;Wilson & Berne, 1999). One oft-cited aspect of such job-embedded, ongoing support for teachers' professional learning is content-specific instructional coaching. ...
As content-specific instructional coaching gains theoretical and empirical support, the field needs to better understand how such coaches develop content-specific knowledge and effective coaching practices. Collaborative engagement in mathematics has been found to be a useful support for teachers' professional learning about high-quality mathematics instruction. This discourse analysis explores how collaborative engagement in mathematics might support coaches' development. Since coaches are positioned differently than teachers, we analyze how coaches' discursive positioning while collaboratively engaged in mathematics influences their opportunities for professional learning. Drawing on video and interview data, our analysis highlights that positioning coaches as practitioners of mathematics and as teachers of record opened up opportunities for coaches to empathize with students' thinking and to consider instructional adaptations with respect to this empathetic view. However, coaches were rarely positioned as coaches while collaboratively engaged in mathematics, which constrained coaches' learning opportunities about coaching. Implications for future research and practice are discussed.
... Traditional teacher learning programs have been characterized by a much-criticized transmission of knowledge model (Forde & McMahon, 2019;Wilson & Berne, 1999); it was theorized that if teachers received correct expert information, then modified and improved their flawed practices, student outcomes would increase (Korthagen, 2001;Smith, 2017). However, research has revealed the flaws in this simple information-transfer model (Clandinin & Connelly, 1992), as it fixates on technical teaching features, isolating teaching actions from contextual realities (Smith, 2017). ...
It has been argued that self-directed professional development is a necessary component of continuous, lifelong teacher learning. Research has predominantly focused on top-down, institution-mandated professional development, however, a paucity of data exists concerning self-directed teacher professional development. Therefore, the aim of this project was to explore the self-directed professional development that native English-speaking teachers (NESTs) in South Korea engaged in, as well as assess if these behaviors matched their stated beliefs about self-directed professional development. Employing a mixed-methods approach, data was collected from 56 teachers who completed online questionnaires, and 11 teachers who participated in follow-up interviews. Analysis revealed that in the 12 months prior to the study, only 35 teachers engaged in self-directed professional development. Findings indicated that the teachers who held education degrees and were interested in an EFL/ESL career were the most likely to engage in self-directed professional development. Of the participants that did not engage in self-directed professional development, the preeminent factors hindering involvement were a lack of ambition and/or ambivalence, lack of necessity, a shortage of career advancement prospects, and the COVID-19 pandemic. It could be concluded that most NESTs in the study did not engage in enough professional development to increase student learning outcomes.
... Competencies acquired during postgraduate study education as part of professional development are perceived by many as deep learning experiences (Ng, 2016;Wilson & Berne, 1999). Postgraduate education study encourages individuals to think about who they are, what they want from life concerning their field of specialization, to have a deep transition in the context of lifelong learning, and to educational opportunities gain a critical understanding of the world. ...
This study aimed to explore the factors that encourage teachers who currently continued with a postgraduate education with Master’s program to pursue postgraduate education and barriers they faced in undertaking postgraduate education. Participants consisted of 295 teachers (170 women and 125 men) enrolled in a Master’s level program in any branch of science in the basic field of educational sciences at a state university. Data were collected through the use of a-5-Likert type scale. A crosssectional research design, which is one of the types of screening research, was used and descriptive statistics were used in the analysis of study data. The results yielded three findings: First, career development, academic autonomy, confidence in decision-making, critical thinking, and acquisition of knowledge and skills were found as factors influencing the teachers’ pursuit of postgraduate education, but career development and academic autonomy were the predominant reasons for pursuing postgraduate education. Second, there was strong agreement among the teachers that postgraduate education experiences did not increase their job satisfaction. Third, among the barriers to postgraduate education highlighted by teachers were the difficulty in finding a work-study-life balance whilst undertaking postgraduate education, stress when undertaking in postgraduate education while working, and the need for resources and support for postgraduate study to be successful, but stress and difficulty in work-life balance seem to the prominent barriers, that impeded the teachers’ postgraduate education. Findings indicate that postgraduate education seems by participants in this study not only as an effort to develop a future plan but also as a field of activity that could influence teachers’ work and social life
... Postgraduate education provides such an in-depth study over a certain period of time in a specialty area; the lessons learned and the qualifications acquired in this training process are generally perceived by many as lived learning experiences (Wilson & Berne, 1999). The aim of this study was to increase the awareness of teachers about postgraduate education in develop of quality in the teaching profession in the education system that cannot go beyond the quality of teachers. ...
Bu araştırmada lisansüstü öğrenim gören öğretmenlerin lisansüstü eğitime yönelik tutumlarının cinsiyet ve lisansüstü öğrenim durumu değişkenleri açısından değerlendirilmesi amaçlanmıştır. Verilerin elde edilmesinde Lisansüstü Eğitime Yönelik Tutum Ölçeği kullanılmıştır. Araştırmanın katılımcılarını iki farklı yükseköğretim kurumunda öğretmen yetiştirme alanlarında herhangi bir programda yüksek lisans (N=214) veya doktora düzeyinde (N=136) öğrenim gören 350 öğretmen (162'si kadın ve 188'i erkek) oluşturmaktadır. Veriler bağımsız gruplar t-testi, yüzde, standart sapma ve aritmetik ortalama değerleri kullanılarak analiz edilmiştir. Araştırma sonuçları, öğretmenlerin lisansüstü eğitime yönelik tutumlarının olumlu ve yüksek düzeyde olduğunu göstermiştir. Bulgular incelendiğinde; erkek öğretmenler lisansüstü eğitimin kariyer gelişimi, akademik özerklik ve profesyonel yetkinlik kazanma konularına katkı sağladığını kadın meslektaşlarına göre daha fazla düşünmektedir. Öte yandan kadın öğretmenlerin erkek meslektaşlarına göre lisansüstü öğrenimlerini iş, çalışma ve sosyal yaşamları ile dengelemede daha fazla zorluk çektiği görülmüştür. Doktora düzeyindeki öğretmenler ise yüksek lisans düzeyindeki meslektaşlarına göre lisans derecesinde kazanılan deneyimlerin mesleki gelişim ihtiyaçlarını karşılama veya uzmanlık yeterliliklerini güçlendirme açısından yeterli olmadığına; dolayısıyla bir alanda profesyonel tanınırlığı artırmada lisansüstü yeterliliklerinin de elde edilmesi gerektiğine daha fazla oranda katılmaktadır.
Anahtar Kelimeler: lisansüstü eğitim, öğretmenlik mesleği, öğretmen eğitiminde lisansüstü eğitim, tutum
Atıf: İlter, İ. (2020). Lisansüstü öğrenim gören öğretmenlerin lisansüstü eğitime yönelik tutumlarının değerlendirilmesi.
Teacher professional development (TPD) is crucial for enhancing the quality of education and fostering effective teaching practices. This review paper aims to explore effective strategies and evaluation methods for TPD, providing a comprehensive understanding of the current landscape. The research synthesizes findings from various studies and reports to identify key elements that contribute to successful professional development programs. Effective TPD strategies include collaborative learning communities, where teachers engage in peer-to-peer learning and share best practices, and ongoing, job-embedded training that is directly relevant to their classroom experiences. Additionally, integrating technology in TPD, such as through online courses and virtual workshops, has shown to increase accessibility and engagement. Personalized professional development plans, which cater to the individual needs and career goals of teachers, are also highlighted as a significant factor in promoting teacher growth and retention. The evaluation of TPD programs is equally critical to ensure their effectiveness and sustainability. This paper reviews various evaluation methods, including formative assessments, feedback surveys, and longitudinal studies, which track teacher performance and student outcomes over time. The importance of using a mixed-methods approach to gather both quantitative and qualitative data is emphasized, as it provides a more holistic view of the impact of TPD. Ethical considerations in TPD research are discussed, with a focus on ensuring confidentiality, informed consent, and the respectful treatment of participants. The review concludes by offering recommendations for policymakers and educational leaders on how to design, implement, and evaluate TPD programs that not only improve teaching practices but also enhance student learning outcomes. Through this comprehensive review, the paper aims to contribute to the ongoing dialogue on effective teacher professional development and its pivotal role in educational improvement.
To ensure that AI education is not limited to STEM classrooms and is integrated into various disciplines, it is crucial to prepare non-STEM teachers who can play a significant role in making AI concepts accessible to a wider range of students in their respective subject areas. This study examines English Language Arts (ELA) teachers’ confidence and views on integrating AI concepts into their classrooms before and after participating in a one-month curricular co-design program. The study found that ELA teachers’ confidence levels in integrating AI concepts into their classrooms significantly improved after the program. The study also showed that ELA teachers viewed the integration of AI concepts as beneficial for their students in the synergistic learning of ELA practices and AI technology. The findings highlight the importance of co-design programs as a valuable approach for preparing non-STEM teachers to integrate AI concepts effectively. Future studies can expand on these findings by exploring how teachers from different non-STEM domains perceive the integration of AI concepts and how co-design programs can be adapted to other disciplines.
Background or Context
Teachers knowing their students is consequential for students’ participation and learning. Evidence in mathematics education points to the ways that knowing the details of students’ mathematical thinking supports teacher and student learning. What it means to know students and what teachers learn about their students are situated in the everyday practices of schooling.
Purpose, Objective, Research Question, or Focus of Study
This study investigates how teachers characterized their students mathematically and how they considered meeting students’ needs in math class.
Research Design
This qualitative study focused on interviews conducted over four years with 61 teachers of kindergarten through second grade across two school districts.
Conclusions or Recommendations
This study found that rather than describing what they knew about the details of their students’ mathematical thinking or detailing specific tasks, tools, or teacher moves that supported their students, many teachers characterized students in ways that were in line with practices that organize districts, schools, and classrooms. Our data raise questions about the ways in which the structures and common practices of schools are shaping teachers’ descriptions of their students in mathematics, and the corresponding classroom practices then engaged.
Co-design teacher-led action research is an approach to educational practice and professional development of teachers through action-oriented, evidence-based research. In this approach, teachers conduct their own collaborative research in real classrooms and school settings, focusing on local practices. There has been a gradual shift from researcher-centred approaches to a more teacher-centred and design-centred approach that use collaborative methods to support and guide teachers when participating in evidence-based decision-making. This chapter provides an overview of the development of co-design, teacher-led action research. Through examples provided by three case studies, the chapter advances a framework of teacher-led action research based on co-design principles.
The aim of this case study is to examine the linguistic and mathematical complexity of the problems that prospective primary school teachers posed related to four operations with whole numbers. A Problem Posing Questionnaire was administered to 64 participants and semi-structured interviews were conducted with 20 of 64 participants. The data was analyzed through frequency analysis and descriptive analysis. The findings of the study revealed that many prospective teachers posed problems based on the single-statement problem root, without any relation/condition. That is, the linguistic complexity of the problems written by the prospective teachers is in the lowest level which is regarded as assignment category, regardless of the complexity of the problem situation. Furthermore, if the problem situations do not contain any relationship, then many prospective teachers had preferred to pose one-step problems. On the other hand, when the information in the problem situation is related to each other, then they were able to pose multi-step problems which could be regarded as complex problems in terms of mathematically. It can be concluded that although the complexity of the problem situation given to the prospective teachers does not affect the linguistic complexity of the problems they pose; it affects the mathematical complexity.
Bu çalışmada sınıf öğretmenlerinin eğitim programı okuryazarlık düzeyleri ve öğretim programına bağlılıklarının çeşitli değişkenlere göre incelenmesi ve eğitim programı okuryazarlık düzeyleri ve öğretim programına bağlılıkların aralarındaki ilişkinin belirlenmesi amaçlanmaktadır. Çalışmanın katılımcılarını Van ili merkez ilçeleri İpekyolu ve Tuşba’da mevcut devlet okullarının ile özel eğitim kurumlarının ilkokul kademelerinde görev yapmakta olan 305 sınıf öğretmeni oluşturmaktadır. Çalışma nicel araştırma yöntemlerinden biri olan ilişkisel tarama modeline göre yürütülmüştür. Çalışmanın veri toplama araçları olarak Bolat (2017) tarafından geliştirilen “Eğitim Programı Okuryazarlık Ölçeği” ve Burul (2018) tarafından geliştirilen “Öğretim Programına Bağlılık Ölçeği” kullanılmıştır. Katılımcılardan elde edilen verilerin analizinde betimsel istatistikler, bağımsız gruplar için t testi, tek yönlü varyans analizi (ANOVA), pearson korelasyon analizi ve basit doğrusal regresyon analizleri uygulanmıştır. Çalışmanın sonucunda sınıf öğretmenlerinin eğitim programı okuryazarlık düzeylerinin ve öğretim programına bağlılıklarının genel olarak yüksek düzeyde olduğu tespit edilmiştir. Sınıf öğretmenlerinin program okuryazarlığı ve programa bağlılıkları alt boyutlar bağlamında incelendiğinde ise cinsiyet, yaş, okul türü, mesleki kıdem ve eğitim düzeyi bakımından bazı alt boyutlarda anlamlı farklılıklar gözlenmiştir. Sınıf öğretmenlerinin program okuryazarlığı ve programa bağlılıkları arasındaki ilişki ise anlamlı, pozitif yönde ve orta düzeyde çıkmıştır..
This chapter deals with the importance of teaching science in elementary school, investigates the readiness and self-efficacy of teachers to teach it, approaches the importance of professional development of teachers and their participation in targeted professional development programs regarding the teaching of science, refers to the modern didactic approaches to teaching science in elementary school focusing on the utilization of digital educational content, explores the different role that this reserves for the teacher and the student, and highlights through specific research and examples the impactful learning experiences and the benefits that this offers in the learning process of the elementary school.
Recently, there have been calls for understanding how teachers’ professional development translates into effective practice and the challenges involved. This study responds to these calls by examining Ghanaian teachers' engagements in CPD activities, unpacking the process of their learning and knowledge contextualization in real classroom situations. Framed within the sociocultural theory, the study collected data from 16 Junior High School teachers (JHSs) in the Central region using in-depth interviews and non-participant observations. The findings reveal three pathways to teachers’ learning as part of their professional development: (1) formal participation in continuing education, (2) non-formal CPD forms, particularly the workshops and in-service training, and (3) teachers’ self-initiated informal learning activities. The findings further reveal that learning from these CPD activities was not automatic but a mediating process through teachers’ critical reflection, agency, and social interaction. This process of learning from CPD follows a circuitous path of five stages, influenced by teachers' context of practice, depicted in a CPD learning cycle. The study recommends that CPD activities provide realistic learning experiences, enabling teachers to contextualize and implement new knowledge in real classroom situations.
This study sought to understand reflection as a means to faculty engagement in continuing professional development (CPD). A mixed-method study was undertaken with faculty members in a Canadian higher education institution. Drawing on data from a questionnaire and semi-structured interviews, the extent to which faculty members use reflection as a tool to engage in CPD was revealed. Though faculty members believe that reflection can help inform their practice and professional growth, it is used minimally, owing to the issues of time and workload, and the types of professional development activity supported by the college. To promote reflection among faculty members, time for reflection and training on how to engage in critical reflection is necessary. This can only be achieved within a reflective space and environment of trust, especially between faculty members and management. With limited research examining how faculty members can identify relevant and meaningful CPD, this study provides a basis for the use of reflection as a means for them to make deliberate and systematic attempts to reflect on their practice. Through reflection, faculty members generate information and knowledge that helps them make meaning of their actions and experiences, and from which learning through meaningful CPD can continue.
The Atlanta Schools Critical Education Network for Distinction (ASCEND) is an ongoing interdisciplinary coalition supporting the critical consciousness of social justice educators. ASCEND partners include: (1) activist faculty from two university departments: Middle and Secondary Education and African American Studies; (2) a justice-oriented community-based organization; and (3) local public middle school faculty. This paper analyzes ASCEND's impact on deepening urban teachers’ awareness of, and attention to, local injustices within their curriculum, and initial application of critical pedagogy. Major findings capture the impact of providing experiential educator learning opportunities outside of schools and the urgency to center community in educator development.
Bu araştırmanın amacı öğretmen adaylarının iyi öğretmen özellikleri hakkındaki farkındalıklarını cinsiyet ve sınıf düzeyleri değişkenleri açısından incelemektir. Ayrıca araştırmada katılımcıların iyi öğretmen özellikleri hakkındaki en çok önem verdikleri unsurların irdelenmesi ve bu faktörlere göre değerlendirilmesi amaçlanmıştır. Araştırmanın çalışma gurubunu bir yükseköğretim kurumunun eğitim fakültesinde farklı bölümlerinde ve farklı sınıf düzeylerinde (1, 2, 3 ve 4.sınıf) öğrenim gören toplam 444 (258’i kadın 186’sı erkek) öğretmen adayı oluşturmuştur. Veri toplama aracı olarak İyi Öğretmen Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem t testi ve ANOVA testi kullanılmıştır. Araştırma sonuçlarına göre katılımcıların iyi öğretmen hakkındaki farkındalıkları orta düzeydedir. Katılımcıların iyi bir öğretmenin sahip olması gereken özelliklerden en çok önem verdikleri göstergelerin sırasıyla “öğrenmeyi etkili planlanma ve yönetme”, “öğretme-öğrenme tutkusuna sahip olma” ve “yansıtıcı uygulayıcı” olduğu görülmüştür. Diğer taraftan “çocuklara ve gençlere sevgi” boyutu ile “sosyal ve ahlaki boyut” özelliklerine daha az önem verildiği sonucuna ulaşılmıştır. Kadın öğretmen adaylarının erkek öğretmen adaylarına göre iyi öğretmen özellikleri hakkında daha fazla farkındalığa sahip olduğu görülmüştür. Öğretmen adaylarının iyi öğretmen özellikleri hakkındaki farkındalık düzeylerinin ölçek genelinde ve “öğretme-öğrenme tutkusuna sahip olma”, “yansıtıcı uygulayıcı”, “öğrenmeyi etkili planlanma ve yönetme” boyutlarından elde edilen puanların sınıf düzeylerine göre 3 ve 4. sınıflar lehine anlamlı düzeyde farklılaştığı sonucuna ulaşılmıştır.
This article examines how a partnership between schools and external organisation provide learning opportunities for teachers and other partners to develop new competencies and practices. The partnership was formed between a school, science centre, community social service agency and education research institute to design programmes to improve lower-track students science learning and well-being. Using a design-based implementation research methodology, the partnership sought to design, implement, and evaluate innovative tinkering-based science lessons iteratively while learning about the profile of the lower-track students. Over the span of three and a half years of the partnership, we documented the partnership process, meetings, lesson design and enactments, and interviews with students and partners. We found that the learning outcomes of the partnership included the development of skills for design, new practices and changed mindsets about failure which was facilitated by collectively building capacity in the partnership and developing the understanding of students. Through a social cultural lens of collaboration, context, and tools, we found that participating in partnerships can move members towards the development of knowledge, practices, and experience that they contribute to the growth of other members in culture of sharing, openness, and power balance.
Conventional mathematics instruction has failed to help many students in urban schools to develop desirable forms of mathematical proficiency. A promising alternative is offered by instruction that is oriented toward helping students develop a meaningful understanding of mathematical ideas through engagement with challenging mathematical tasks. For 5 years, teachers involved in the QUASAR project have engaged in developing and implementing this alternative style of mathematics instruction in urban middle schools. In this article, some critical features of QUASAR instruction are described and exemplified, and some findings regarding the positive impact of this instruction on students are discussed. Finally, some of the challenges and obstacles encountered in attempting to build the capacity of teachers and schools to offer meaning-oriented mathematics instruction are identified.
This study examined the relationship of teachers' knowledge of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (
N = 20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests. Correlational analyses showed significant positive relationships between teachers' knowledge of students' knowledge and students' mathematics problem-solving achievement. Teachers with more knowledge of their students questioned students about problem-solving processes and listened to their responses. Teachers with less knowledge of their students explained problem-solving processes to students or observed students' solutions. Case analyses of knowledge and behavior of the most effective teacher and the least effective teacher supported these conclusions and showed important differences in how these teachers thought about and used students' knowledge. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Little attention has been given to research on cases in specific disciplines or on the development of an integrated case-based curriculum. In this article, I discuss how the cognitive flexibility and knowledge transfer theory proposed by Rand Spiro and his colleagues frames the design of a case-based curriculum for use in mathematics teacher education. The paper includes a sample mathematics teaching case and presents an analysis of four discussions based on that case. In the analysis, the dominant themes of those case discussions are identified and a framework for selecting and sequencing cases for an integrated curriculum is discussed. The analysis also shows the potential of subject-specific cases for enhancing mathematics teachers' pedagogical thinking and reasoning.
This article is grounded in the work of the Mathematics Case Methods Project that began as a pilot study in 1987. The professional development process designed by this project uses teacher-authored cases (narratives about actual classroom experiences) as a stimulus for discussing mathematical, pedagogical and philosophical concepts and issues. The purpose of this article is to illustrate how specific aspects of the cases and case discussion process contribute to a climate that is conducive for motivating increasingly informed and strategic inquiry. The discussion focuses on four pivotal areas: (1) development of one’s own understanding of mathematics; (2) use of the student perspective as a source of feedback; (3) a recast of the familiar as strange and the simple as complex; and (4) critical examination of alternative views and ideas.