Beyond effective approaches: A rapid review response to designing professional learning

Cirkony, Connie; Rickinson, Mark; Walsh, Lucas; Gleeson, Joanne; Salisbury, Mandy; Cutler, Blake; Berry, Mandi; Smith, Kathleen

doi:10.1080/19415257.2021.1973075

Cited by 20 publications

(7 citation statements)

References 25 publications

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“…Finally, the teacher element requires attention. A number of recent reviews have investigated effective approaches to teacher development (Cirkony et al., 2021; Sims et al., 2021) and the mechanisms described therein probably also apply to developing teachers’ understanding of cognitive science teaching strategies. However, one mechanism noted by Sims et al.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, the teacher element requires attention. A number of recent reviews have investigated effective approaches to teacher development (Cirkony et al, 2021;Sims et al, 2021) and the mechanisms described therein probably also apply to developing teachers' understanding of cognitive science teaching strategies. However, one mechanism noted by Sims et al (2021), namely 'modelling', seems particularly important in this context as many questions focused on what these strategies 'looked like in practice', which is also supported by Aubin et al (2023).…”

Section: Directions For Future Researchmentioning

confidence: 99%

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Setting research priorities for applied cognitive sciences—What do teachers want from research?

Müller,

Cook

2024

British Educational Res J

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While research evidence has the potential to improve classroom practice, research–practice gaps continue to persist not least owing to the limited relevance of research findings for practice. A common approach in healthcare to address the research–practice gap is to form research priority setting partnerships (PSPs) in which stakeholders identify questions they would like research to answer. This paper presents the results from such a PSP in education with a focus on cognitive science research, which has received increased attention in the past few years owing to its potential to explain memory and learning processes and inform classroom practice. Over 400 questions from teachers were collected using an online survey. The final 15 research priorities highlight the need for research on a wider range of subjects, settings and phases as well as research designs that take the complexity of classrooms into consideration and aim to answer how different teaching strategies interact with each other as well as student motivation and agency at the micro‐ and macro‐level. The role of teacher expertise vs. fidelity to original research designs should also be investigated further. Overall, this paper highlights the importance of taking teacher voice into account to ensure that new research in the field is both academically rigorous and practically relevant.

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Section: Discussionmentioning

confidence: 99%

Section: Directions For Future Researchmentioning

confidence: 99%

Setting research priorities for applied cognitive sciences—What do teachers want from research?

Müller,

Cook

2024

British Educational Res J

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“…These activities include participating in workshops, seminars, collaborative planning and discussions, peer teaching, shared assessment, mentoring and self-guided study, with a focus on enhancing teaching capacities (Brown, 2020). In a recent study, Cirkony et al (2024) reviewed the literature and delineated eight essential features characterizing effective TPL, including collaboration; active learning and reflection; content and pedagogy in context; sustained duration; coaching; external expertise; models and modeling and audience and alignment. Study by Kilag et al (2024) highlights the significance of experiential learning in shaping teacher development.…”

Section: Literature Review Teacher Professional Learningmentioning

confidence: 99%

“…At the organizational level, schools play a central role. Scholars highlighted conditions influencing professional learning within school contexts (Cirkony et al, 2024;Admiraal et al, 2021), focusing on the pivotal role of leadership in the development of teachers' professional identity and the enhancement of their competence (Poekert et al, 2020;Atstsaury et al, 2024). Supportive leadership shapes professional learning capacities, fostering an environment for teacher growth (Hargreaves and Fullan, 2012).…”

Section: Literature Review Teacher Professional Learningmentioning

confidence: 99%

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Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Abbaspour,

Hosseingholizadeh,

Bellibaş

2024

IJEM

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PurposeCurrent school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.Design/methodology/approachThis qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.FindingsEffective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.Originality/valueWe concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

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Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda

Evans

2022

The Palgrave Handbook of Teacher Education Research

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Beyond effective approaches: A rapid review response to designing professional learning

Cited by 20 publications

References 25 publications

Setting research priorities for applied cognitive sciences—What do teachers want from research?

Setting research priorities for applied cognitive sciences—What do teachers want from research?

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda

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