Collaborative groups as professional development

McCotter, Suzanne

doi:10.1016/s0742-051x(01)00024-5

Cited by 74 publications

(44 citation statements)

References 10 publications

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“…Likewise in the study of Handelzalts (2009), it was found out that the more teachers depended on each other through collaboration, the more potential the interaction had for teacher learning. Similar to the findings of this study are evidences from a wide range of research (Borko, 2004;Clement & Vanderberghe, 2000;Erickson et al, 2005;Handelzalts, 2009;Lumpe, 2007;McCotter, 2001;Putnam & Borko, 2000) suggesting that professional development interventions that make extensive use of teacher collaboration are particularly successful in supporting teacher learning. The cohesion found among team members in this study confirms the findings of Penuel et al (2009) that multiple participants in professional development from a single school helps to build trust and support relationships.…”

Section: Discussionsupporting

confidence: 89%

“…Evidence from a wide range of studies of schools suggests that those schools that make extensive use of teacher collaboration are particularly successful in promoting teacher learning (Erickson, Brandes, Mitchell, & Mitchell, 2005;McCotter, 2001;Putnam & Borko, 2000). Collaboration in networks can create opportunities for reflection on learning processes and new teaching experiences (Borko, 2004;Clement & Vanderberghe, 2000;Handelzalts, 2009;Lumpe, 2007).…”

Section: Concepts and Approachesmentioning

confidence: 99%

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Teacher professional development through collaborative curriculum design in Ghana's polytechnics

Bakah¹

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Section: Discussionsupporting

confidence: 89%

Section: Concepts and Approachesmentioning

confidence: 99%

Teacher professional development through collaborative curriculum design in Ghana's polytechnics

Bakah¹

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“…As a result, teachers are still offered the one-shot workshops, lectures, or courses, that is, the same old models that do not contribute much to their learning (Fullan, 2001;McCotter, 2001;Randi & Zeichner, 2004). Thus, their teaching practices and beliefs about teaching do not change, and even less, their visions as regards the role of teachers to effect change inside and outside their schools.…”

Section: A Characterization Of Professional Development Programs For mentioning

confidence: 99%

Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

Piedrahita

María

2016

PROFILE

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<p><span>In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.</span></p>

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“…O trabalho colaborativo permite a aquisição de novas aprendizagens e a resolução de problemas com que os professores se confrontam todos os dias (PENUEL et al, 2007). O clima que se cria entre os participantes permite que cada um sinta confiança nas reflexões críticas que faz sobre as suas práticas e a dos colegas (MCCOTTER, 2001). …”

Section: Introductionunclassified

“…Os professores que promovem um trabalho colaborativo com outros colegas ou investigadores educacionais conseguem mais facilmente desenvolver-se profissionalmente (CLEMENT;VANDENBERGHE, 2000;MCCOTTER, 2001;PENUEL et al, 2007;POLLARD, 2002). De facto, vários estudos revelam que a colaboração é fundamental para o desenvolvimento profissional dos professores (ABELL, 2000;BOAVIDA;PONTE, 2002;DAY, 2001;ERICKSON et al, 2005;FAZIO;MELVILLE, 2008;REIS, 2004).…”

Section: Introductionunclassified

Contributo Do Trabalho Colaborativo Para O Desenvolvimento Profissional De Professores De Física E Química

Baptista

Freire

2011

Nuances

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RESUMO: O presente artigo relata um estudo que teve como finalidade conhecer o que pensam os professores sobre o papel do trabalho colaborativo para o seu desenvolvimento profissional. A colaboração foi promovida entre professoras e investigadora durante um Programa de Formação (PF) que pretendeu levar à concepção e implementação de tarefas de investigação na sala de aula. Os dados foram recolhidos recorrendo-se a entrevistas, a reflexões escritas elaboradas após cada sessão do PF e a gravações áudio tanto das sessões do PF, como das aulas assistidas das professoras. Os resultados mostram que as professoras consideraram que o trabalho colaborativo, levado a cabo com a investigadora durante o PF, promoveu a realização de aprendizagens relacionadas com a aplicabilidade da teoria à prática, com a elaboração das tarefas de investigação e com a sua implementação na sala de aula. O aprender a ensinar tarefas de investigação contribuiu, inevitavelmente, para o seu desenvolvimento profissional. PALAVRAS-CHAVE: desenvolvimento profissional; colaboração; formação de professores; investigação em educação.ABSTRACT: This paper reports a study aiming to know what teachers think about the role of collaborative work to their professional development. The collaboration was promoted between teachers and researcher during a teacher education program (TEP) that intended the conception and implementation of inquiry tasks in the classroom. Data were collected through interviews, written reflections elaborated at the end of each TEP's session and audio recording of TEP's sessions and of teachers' lessons. The results show that teachers considered that collaborative work with the researcher during the TEP promoted a learning related with the applicability of theory in practice, with the elaboration of inquiry tasks and with its implementation in the classroom. Learning to teach inquiry tasks contributed, inevitably, for their professional development.

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Collaborative groups as professional development

Cited by 74 publications

References 10 publications

Teacher professional development through collaborative curriculum design in Ghana's polytechnics

Teacher professional development through collaborative curriculum design in Ghana's polytechnics

Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

Contributo Do Trabalho Colaborativo Para O Desenvolvimento Profissional De Professores De Física E Química

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