Disentangling What it Means to be a Teacher in the Twenty-First Century: Policy and Practice in Teachers’ Continuing Professional Learning

Burstow, Bob; Maguire, Meg

doi:10.1007/978-94-007-7826-9_6

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…In addition, the Dutch education sector will soon be facing severe teacher shortages, in terms of both quantity and quality, due to the aging of the existing pool of teachers and the fact that many experienced teachers are due to retire soon (Beier et al, 2012;Commissie Leraren, 2007). We therefore need HRM policies that are designed to retain older teachers until they reach retirement age, so that teachers can continue to make a meaningful contribution to education (see Burstow and Maguire 2013;CNV Onderwijs, 2013, www.cnvo.nl).…”

Section: Introductionmentioning

confidence: 99%

Tailoring professional development for teachers in primary education

Heijden

Vuuren²,

Kooij

et al. 2015

Journal of Managerial Psychology

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Tailoring professional development for teachers in primary education: The role of age and proactive personality Béatrice I.J.M. Van der Heijden Tinka C. V. Van Vuuren Dorien T.A.M. Kooij Annet H. de Lange Article information: To cite this document: Béatrice I.J.M. Van der Heijden Tinka C. V. Van Vuuren Dorien T.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this survey study among N ¼ 180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach -Hierarchical regression analyses have been used, illustrated by means of quotesgathered through open questions in the surveyto support the quantitative findings. Findings -A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones.Research limitations/implications -The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications -The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications -Improvement in teachers' engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff.Originality/value -This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.

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Section: Introductionmentioning

confidence: 99%

Tailoring professional development for teachers in primary education

Heijden

Vuuren²,

Kooij

et al. 2015

Journal of Managerial Psychology

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“…Ultimately, both writers challenge us to interrogate the value and meaning of the term 'professional', and fundamentally assess our motivation for professionalisation, especially when the professional is endowed with negative connotations. Burstow and Maguire argue for teachers becoming "agents of change" [2,28], which transgresses negative pedagogy and authoritarian oppression, enabling Paulo Freire's vision, as detailed by Shaull:…”

Section: Discussionmentioning

confidence: 99%

The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

White

Ferguson

2019

Education Sciences

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Education, be that on a moral, social or intellectual level, in a formal setting or via lived experience is Bildungsroman’s raison d’être. ‘Moments of crisis’ and the resultant demonstration of the journey towards awareness of personal autonomy, agency, identity and place are discussed via geographical imagination. This article examines ‘fictional’ teachers, the impact of the ‘professional’ on formative development and how the fictional characters of Jane Eyre and Stephen Dedalus fit within and extend the Place Model.

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“…Inom denna rörelse förväntas lärarsamarbete inom kompetensutveckling öka både effekten på elevers skolresultat och insatsernas hållbarhet över tid (Garet, Porter, Desimone, Birman, & Yoon, 2001). Satsningar på kompetensutveckling och lärarsamarbete som initieras av policy-aktörer medför dock en spänning mellan att betona lärarprofessionalism respektive extern kontroll över lärares arbete (Day & Sachs, 2004;Talbert, 2010), där insatser i olika hög grad kan ge utrymme och förutsättningar för utveckling och utövning av professionellt omdöme (Burstow & Maguire, 2014;Fraser, Kennedy, Reid, & Mckinney, 2007). I denna artikel betraktas kollegialt lärande-modellen som ett exempel på en insats där denna typ av spänning kommer till uttryck.…”

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Kompetensutveckling för professionella lärare?

Kirsten¹,

Carlbaum²

2020

pfs

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Begreppet ”kollegialt lärande” som myntades av Skolverket 2011 har fått ett betydande genomslag i svensk skola, både i form av den kompetensutvecklingsmodell genom vilken begreppet initierades (fortsättningsvis kollegialt lärande-modellen) och genom begreppets stora spridning i allmän skoldiskussion. Denna studie undersöker det tidiga formandet av kollegialt lärande-modellen 2011-2012 och belyser de antaganden modellen vilar på. Med utgångspunkt i Bacchis (2009) angreppssätt ”What’s the problem represented to be?” undersöker vi hur de problem som modellen förväntades lösa representeras i texter som omgärdar modellens framväxt. Kollegialt lärande-modellen analyseras även i ett professionsteoretiskt perspektiv, för att därmed utforska de förutsättningar som modellen ger för utveckling och utövning av lärarprofessionalism. Analysen visar att kollegialt lärande-modellen representerades som en lösning på bristfällig matematikundervisning och byggde på antaganden om att lokala aktörer inte förmådde hantera problemen. Myntandet av begreppet ”kollegialt lärande” framstår som ett sätt att framställa kompetensutvecklingsmodellen som underbyggd av forskning, utan att kräva förankring i specifika forskningsbaserade begrepp och modeller. En betoning på likvärdigt genomförande motiverade att modellen gavs ett standardiserat upplägg och innehåll. Denna standardisering möjliggjorde att en professionell kunskapsbas kunde erbjudas, samtidigt som lärargruppers möjligheter att utveckla och utöva professionell autonomi begränsades.

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Disentangling What it Means to be a Teacher in the Twenty-First Century: Policy and Practice in Teachers’ Continuing Professional Learning

Cited by 3 publications

References 13 publications

Tailoring professional development for teachers in primary education

Tailoring professional development for teachers in primary education

The Silence, Exile, and Cunning of “I”: An Analysis of Bildungsroman as the Place Model in the Work of Charlotte Brontë and James Joyce

Kompetensutveckling för professionella lärare?

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