A systematic research review of teachers’ professional development as a policy instrument

Kirsten, Nils

doi:10.1016/j.edurev.2020.100366

Cited by 14 publications

(11 citation statements)

References 44 publications

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“…Previous research on the Reading Lift shows that marginalised new knowledge was gained by teachers in collegial learning groups, partly due to the vast epistemological gaps between the presented materials and the participating teachers (Johansson & Magnusson, 2019;Randahl & Varga, 2020;Varga, 2017). In a study of group conversations, Kirsten (2020) demonstrates how the programme mainly functions as a form of policy implementation, although the collegial learning groups allows for some resistance and difference in ideas. Kirsten has also (2019) studied how subject teachers (other than L1) related to the programme, with the findings showing that the literacy-acquired content was used as "add on" teaching activities rather than becoming embedded in the ordinary subject instruction.…”

Section: Previous Research On Professional Development and The Readin...mentioning

confidence: 99%

Literature—a high risk implementation route to literacy?

Löfgren¹,

Erixon²

2022

L1-ESLL

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This article is about the implementation of a literary module in a large scale Swedish professional development programme for teachers called the Reading Lift, which was introduced in 2014 in response to alarming PISA results. While the government-assigned preparatory work stressed the importance of literature and literary didactic methods, this area was reduced significantly in the hands of the National Agency for Education. For upper secondary school, the Agency did not initially plan for any literary content. This article examines what happened when L1 teachers demanded a literary module. Specifically, we study how the module was implemented and how literature is viewed. The study is based on interviews with researchers who contributed with content on behalf of the Agency and qualitative content analysis of the literature module. Results show that the module represents a focus on knowledge and art, unlike the instrumental and skills focused perspectives on literature for compulsory school, explored in an earlier study. One explanation for this, is that the influence of street-level agency bureaucrats was reduced due to various circumstances. The result was to the benefit of literary education but at the same time a high-risk route for the Agency’s requirements for measurability.

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Section: Previous Research On Professional Development and The Readin...mentioning

confidence: 99%

Literature—a high risk implementation route to literacy?

Löfgren¹,

Erixon²

2022

L1-ESLL

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“…Professional learning and development are also related to professional competence (Karacaoğlu, 2008). When the literature on specialization in the teaching profession is reviewed, it can be said that teachers' professional competencies are important in terms of their ability to adopt new pedagogical frameworks (Ben-Peretz, 2001), their attitudes towards changes in education (Bentea & Anghelache, 2012) and their professional vulnerability about educational reforms (Kelchtermans, 2005;Kirsten 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Do preschool teacher candidates self-efficacy beliefs and attitudes towards the profession predict their entrepreneurship

Yılmaz¹,

Tunçeli²,

Yavuz³

et al. 2022

JPR

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“…Ben-Peretz (2001) suggested that for teacher educators, the introduction of new environmental demands and educational standards for teachers facing their inherent professional needs seems an impossible task. In this sense, the teachers’ professional vulnerability in educational reforms (Kelchtermans, 2005; Foliard et al, 2018; Kirsten 2020) grows in importance.…”

Section: Introductionmentioning

confidence: 99%

Adopting Entrepreneurship Education—Teachers^′Professional Development

Oksanen

Oikkonen

Pihkala

2022

Entrepreneurship Education and Pedagogy

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This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. As regards implications it reveals that teachers in different stages of professional development need different types of support. The adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.

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A systematic research review of teachers’ professional development as a policy instrument

Cited by 14 publications

References 44 publications

Literature—a high risk implementation route to literacy?

Literature—a high risk implementation route to literacy?

Do preschool teacher candidates self-efficacy beliefs and attitudes towards the profession predict their entrepreneurship

Adopting Entrepreneurship Education—Teachers^′Professional Development

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A systematic research review of teachers’ professional development as a policy instrument

Cited by 14 publications

References 44 publications

Literature—a high risk implementation route to literacy?

Literature—a high risk implementation route to literacy?

Do preschool teacher candidates self-efficacy beliefs and attitudes towards the profession predict their entrepreneurship

Adopting Entrepreneurship Education—Teachers′ Professional Development

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Product

Resources

About

Adopting Entrepreneurship Education—Teachers^′Professional Development