Collaborative teacher learning: Findings from two professional development projects

Erickson, Gaalen; Brandes, Gabriella Minnes; Mitchell, Ian; Mitchell, Judie

doi:10.1016/j.tate.2005.05.018

Cited by 101 publications

(70 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, Team A didn't like the scaffold they got from their facilitator. This is in line with the recommendations that Erikson et al (2005) make. Facilitators should indeed introduce a formal theory in the work of the team but they should do this with the utmost care (Erikson et al, 2005).…”

Section: Scaffolding the Design Processsupporting

confidence: 88%

See 1 more Smart Citation

Teacher design teams as a strategy for professional development: the role of the facilitator

Becuwe

Tondeur

Roblin

et al. 2016

Educational Research and Evaluation

View full text Add to dashboard Cite

Teacher design teams as a strategy for professional development:The role of the facilitatorThe goal of the current study was to explore the role and importance of the facilitator in Teacher Design Teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: 1) providing logistic support, 2) scaffolding the design process and 3) monitoring the design process. The discussion centers on how these results can be used to support facilitators for successful Teacher Design Teams.

show abstract

Section: Scaffolding the Design Processsupporting

confidence: 88%

“…Looking at the process of facilitating, Erikson, Brandes, Mitchell and Mitchell (2005) emphasize three important issues. First, there has to be consensus on the goal of the work, as sometimes teachers and facilitators have different agendas.…”

Section: Process Of Facilitatingmentioning

confidence: 99%

Teacher design teams as a strategy for professional development: the role of the facilitator

Becuwe

Tondeur

Roblin

et al. 2016

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…The partnership highlights joint contributions and aids to bridge the gap between scholastic and institutional research and practical front-line experience. The collaboration between school teachers and university academics is proven, in the literature, to be effective in improving the qualities of teaching, resulting in better learning of students (26,27) . However, the roles of university academics are often viewed as leaders to the trainees.…”

Section: Previous Experience As a Precursor For Effective Trainingmentioning

confidence: 99%

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Shek²

2012

International Journal of Adolescent Medicine and Health

View full text Add to dashboard Cite

Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this fi eld is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) refl ected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the refl ection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience infl uenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

show abstract

“…Although the literature in the field has shown that the induction period constitutes a strong mediating influence on teachers' professional development, new and seasoned teachers equally point out that in the practice of teaching, especially when they get to work with others, they learn so much more than in several teacher education courses or an entire teacher education program (e.g., Edwards, Gilroy, & Hartley, 2002;Erickson, Brandes, Mitchell, & Mitchell, 2005;Roth, 1998). Such recognition alongside with sociocultural theories of learning has lead to efforts that locate a certain amount of teacher education in the schools (Armour & Makopoulou, 2012;Dam & Blom, 2006;Le Cornu & Ewing, 2008;Rots, Kelchtermans & Aelterman, 2012).…”

Section: Introductionmentioning

confidence: 99%

“I Am a Pibidiana”: Societal Relations As The Locus Of Sustained Development In A Teacher Education Program In Brazil

Kadri

Roth

2013

AJTE

View full text Add to dashboard Cite

Collaborative teacher learning: Findings from two professional development projects

Cited by 101 publications

References 20 publications

Teacher design teams as a strategy for professional development: the role of the facilitator

Teacher design teams as a strategy for professional development: the role of the facilitator

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

“I Am a Pibidiana”: Societal Relations As The Locus Of Sustained Development In A Teacher Education Program In Brazil

Contact Info

Product

Resources

About