Creating the perfect storm in professional development: the experiences of two American teachers and a university research team

Flint, Amy Seely; Kurumada, Katie Simon; Fisher, Teresa R.; Zisook, Karla

doi:10.1080/19415250903425502

Cited by 17 publications

(5 citation statements)

References 11 publications

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“…Criteria for quality PD include collaboration as a key component (Garet et al, 2001;Guskey, 2000). Interactions between organizations, such as multiple school districts or universities and school districts, can also have positive effects on PD initiatives (Flint, Kurumada, Fisher, & Zisook, 2011;Frost, Akmal, & Kingrey, 2010). Frost et al (2010) suggested that key elements of collaboration include defining roles, managing conflict, ensuring individuals have a sense of autonomy, and developing trust.…”

Section: Professional Development In Educationmentioning

confidence: 99%

“…Building collaboration involves nurturing relationships and caring. Flint et al (2011) explored building relationships between a university and school teachers using the framework of ethics of care (Noddings, 1984). Through this method of PD, the facilitator "honors what the learner wants and desires by listening and responding to the learner" (Flint et al, 2011, p. 98).…”

Section: Professional Development In Educationmentioning

confidence: 99%

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Introducing Social Emotional Learning to Music Education Professional Development

Edgar

2013

Update: Applications of Research in Music Education

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There are more knowledge bases, skills, and dispositions that teachers need to have than can be covered in undergraduate music teacher education. One knowledge base that music teachers could benefit from, which is rarely covered in preservice teacher education, is social emotional learning (SEL) and techniques to implement it in their classrooms. Professional development (PD) can help provide career-long growth. The purpose of this article is to review literature on PD in relation to SEL techniques for music educators. Following an explanation of SEL, literature will be discussed in the areas of: (a) PD for teaching SEL techniques; (b) PD in general education, divided into subtopics of evaluation and effectiveness, reflective teaching as a PD experience, and collaboration as a PD experience; and (c) PD in music education. Implications and suggestions for SEL PD for music educators conclude this article.

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Section: Professional Development In Educationmentioning

confidence: 99%

Section: Professional Development In Educationmentioning

confidence: 99%

Introducing Social Emotional Learning to Music Education Professional Development

Edgar

2013

Update: Applications of Research in Music Education

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“…Supervision of doctoral theses fulfills the core features of meaningful and appropriately challenging work allowing plenty of opportunities to develop personally and professionally (e.g., Uusiautti & Määttä, 2011). Caring supervision can even lead to the so-called "perfect storm" that can turn into a much deeper and more personal engagement with the supervisor's work (see e.g., Flint, Kurumada, Fisher, & Zisook, 2011). Successes and personal development in supervision boost positive experiences that are important to the supervisor's coping as well.…”

Section: Resultsmentioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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This article describes the elements of caring supervision of doctoral theses. The purpose was to describe the best practices as well as challenges of supervision especially from the supervisor's perspective. The analysis is based on the author's extensive experience as a supervisor and related data obtained for research and developmental purposes. Caring supervision is summarized into ten facts that illustrate the multidimensional nature of a supervision relationship. The findings can help supervisors develop in their important work of supervising doctoral theses.

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“…The participants in this study reported a commitment to supporting local in-service teachers' teaching and learning, but their support seemed to take place primarily within university-based PLD programmes for these teachers. Previous studies on PLD for teacher educators showed that PLD initiatives involving university-school partnership have positive impacts on both tertiary educators' and local teachers' learning and changes in practice (Buczynski & Hansen, 2010;Flint, Kurumada, Fisher, & Zisook, 2011;McGee, 2011). To date, there has not been any research in this area in Vietnam so far, and it is worth investigating to shed light on how learning is promoted through such a network.…”

Section: Limitations and Recommendations For Further Researchmentioning

confidence: 99%

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

Tran¹

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<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

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Creating the perfect storm in professional development: the experiences of two American teachers and a university research team

Cited by 17 publications

References 11 publications

Introducing Social Emotional Learning to Music Education Professional Development

Introducing Social Emotional Learning to Music Education Professional Development

A Good Supervisor–Ten Facts of Caring Supervision

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

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