Contemporary Approaches to Teacher Professional Development

Borko, Hilda; Jacobs, Jennifer; Koellner, Karen

doi:10.1016/b978-0-08-044894-7.00654-0

Cited by 385 publications

(354 citation statements)

References 10 publications

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“…self-efficacy, career aspirations), tasks characteristics and responsibilities, and teachers' perceptions of the context (e.g. as situated in practice with current classroom or school-wide issues) (Eraut 1995, Tynjälä 2008, Borko et al 2010, Horn and Little 2010, Imants and Van Veen 2010, Shriki and Lavy 2012.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Literature reviews indicate that the effectiveness of teachers' professional development is highly dependent upon the context in which the teacher is operating (Borko et al 2010). A teacher's workplace is an important environment because it could provide learning opportunities in daily teaching practice (Borko et al 2010, Horn and Little 2010, Ambler 2016, Kyndt et al 2016, opportunities to learn together with colleagues (Little 2012) and opportunities to apply new knowledge and skills that are learned outside the school context. According to Little (2012, p. 25): [s]chools that support teacher learning and foster a culture of collegiality and continuous improvement are better able to support and retain new teachers, pursue innovation, respond effectively to external changes and secure teacher commitment.…”

Section: Introductionmentioning

confidence: 99%

“…School factors such as teacher collaboration, resources for learning, policies for professional development and school climate are understood as affecting how teachers learn (Smylie 1995, Day et al 2007, Imants and Van Veen 2010. Literature reviews indicate that the effectiveness of teachers' professional development is highly dependent upon the context in which the teacher is operating (Borko et al 2010). A teacher's workplace is an important environment because it could provide learning opportunities in daily teaching practice (Borko et al 2010, Horn and Little 2010, Ambler 2016, Kyndt et al 2016, opportunities to learn together with colleagues (Little 2012) and opportunities to apply new knowledge and skills that are learned outside the school context.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

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Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

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“…and lesson planning, is a crucial factor in high-quality professional development (Borko, Jacobs, & Koellner, 2010). Teachers in such communities seek continuous improvement in their daily practices.…”

Section: Introductionmentioning

confidence: 99%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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The aim of this paper is to provide insights into nine primary school teachers' concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils' views of the subject, and (iii) to develop teachers' subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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“…Dat vraagt veel van de gebruikers, maar ook van de schoolorganisatie. Het is bij professionaliseringsinterventies dan ook van belang aandacht te hebben voor specifieke problemen die leraren ervaren, inclusief de druk en eisen die gesteld worden door verwachtingen ten aanzien van de innovatie (Borko, Jacobs, & Koellner, 2010;Desimone, 2009). Dat heeft binnen dit onderzoek ertoe geleid dat hetgeen met de tool werd beoogd, niet altijd in de praktijk kon worden gerealiseerd.…”

Section: Veranderingen Op Schoolniveauunclassified

ICT ter ondersteuning van passend onderwijs voor leerlingen met een verstandelijke beperking

Leeuwen¹

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Contemporary Approaches to Teacher Professional Development

Cited by 385 publications

References 10 publications

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Primary school teachers’ concerns and needs in biology and mathematics teaching

ICT ter ondersteuning van passend onderwijs voor leerlingen met een verstandelijke beperking

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