A model of teacher agency in professional development and school reform

Imants, J.G.M.; Wal, M.M. van der

doi:10.1080/00220272.2019.1604809

Cited by 145 publications

(88 citation statements)

References 32 publications

(38 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Continuing professional development (CPD) is considered an important aspect of supporting change in the way a subject is delivered (Guskey, 2000;Goodall et al, 2005). Attention to the role of teacher agency within research on teacher professional development has grown significantly during the last decade (Imants and Van der Wal, 2020). An awareness of the roles of teachers as agents of change, as well as shining a light on the importance of professional identity in sustained change (Priestley et al, 2012), were significant aspects of this study.…”

Section: The Global Learning In Primary Science Projectmentioning

confidence: 97%

An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

Strachan

2020

IJDEGL

View full text Add to dashboard Cite

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.

show abstract

Section: The Global Learning In Primary Science Projectmentioning

confidence: 97%

An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

Strachan

2020

IJDEGL

View full text Add to dashboard Cite

show abstract

“…The rise of ResearchED (mentioned in Section 4) highlights teachers' commitment to linking research with classroom practice, which is essential for effective curriculum and resource design. Teacher agency, through a dynamic role in determining their work, has increasingly been seen as key to meaningful professional development (Biesta et al, 2015;Imants & Van Der Wal, 2020). Previous experience of successful curriculum initiatives, such as SMILE (mentioned in Section 3.3), also led us to principle #1: to harness and develop the skills and expertise of teachers.…”

Section: Deriving Principles For Curriculum and Resource Designmentioning

confidence: 99%

Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum

Foster

Francome

Hewitt

et al. 2021

Journal of Curriculum Studies

View full text Add to dashboard Cite

The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take best advantage of the accumulated body of knowledge in the education research literature about effective didactics for mathematics. In this position paper, as we embark on the collaborative, research-informed design of a complete, fully-resourced, free-toaccess mathematics curriculum for students aged 11-14, we use the conceptual framework of mathematics curriculum as a story to draw out five key curriculum design principles. A mathematics curriculum should harness and develop the skills and expertise of teachers; balance the teaching of fluency, reasoning and problem solving; give explicit attention to important errors and misconceptions; compare and contrast alternative methods; and engineer coherence through strategic use of consistent representations and contexts. We use these five principles to set out our vision for the next step in research-informed mathematics curriculum design.

show abstract

“…Pendidik diharapkan memiliki metode pembelajaran yang variatif dan berdasar pada kebutuhan dan perkembangan mental peserta didik (Mansyur, 2014). Pendidik dituntut untuk berkontribusi sebagai agen perubahan yang menciptakan suasana belajar bermakna bagi siswa (Imants & Van der Wal, 2020). Setiap proses pengajaran yang dilakukan oleh pendidik berfokus pada partisipasi siswa yang tidak hanya mengerti isi materi namun juga memahaminya secara kontekstual.…”

Section: Pendahuluanunclassified

Implikasi pedagogis al-Qur’an surah Al-Ahzab ayat 45-48 mengenai tugas dan fungsi guru sebagai pendidik

Muslimah

Riadi

et al. 2021

TADIBUNA

View full text Add to dashboard Cite

The actualization of the values that existed in the holy book of the Al-Qur'an is expected to become a main reference in the pedagogic development. For many years, various studies on teachers in Islamic education based on the interpretation of the holy verses of the Al-Qur'an have been carried out. Therefore, this study aims to determine the pedagogical implications of QS Al-Ahzab verses 45-48 regarding teachers' duties and functions as educators. This research is a qualitative study, by using library research with content analysis took to explore the meaning of the text. Primary data took from various interpretations of the commentators regarding QS. Al-Ahzab verses 45-48, and secondary data are taken from literature such as articles from Islamic education journals and others. Data were analyzed by taking notes, selecting, analyzing, and classifying materials related to the research. From the results of the study, it is known that the pedagogical implications of QS. Al-Ahzab verses 45-48 regarding teachers' duties and functions as educators are as supervisors, entertainers, reminders, calls, and lights for students. This study's results are expected to become a theoretical reference regarding teachers' pedagogical theory in carrying out their profession.

show abstract

A model of teacher agency in professional development and school reform

Cited by 145 publications

References 32 publications

An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum

Implikasi pedagogis al-Qur’an surah Al-Ahzab ayat 45-48 mengenai tugas dan fungsi guru sebagai pendidik

Contact Info

Product

Resources

About