Elaborating a model of teacher professional growth

Clarke, David; Hollingsworth, Hilary

doi:10.1016/s0742-051x(02)00053-7

Cited by 1,477 publications

(1,579 citation statements)

References 12 publications

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“…The Interconnected Model of Professional Growth (IMPG) (Clarke and Hollingsworth 2002) was used to understand teachers' learning in each of the TDTs. The IMPG model postulates that change can take place in any of four domains: the external domain, the personal domain, the domain of practice and the domain of consequences.…”

Section: Key Findingsmentioning

confidence: 99%

“…By using the IMPG model (Clarke and Hollingsworth 2002) the African cases offer some insights in how collaborative design contributes to learning and how learning from design is refined when the design is enacted in practice. The results of the studies of Penuel et al (2009) and Cviko et al (2014), suggest that teachers developed instructional planning competencies through design and enactment of curriculum innovations.…”

Section: Cyclical Nature Of Learning and Changementioning

confidence: 99%

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Collaborative design as a form of professional development

et al. 2015

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Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this 123Instr Sci (2015) 43:259-282 DOI 10.1007 theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

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Section: Key Findingsmentioning

confidence: 99%

Section: Cyclical Nature Of Learning and Changementioning

confidence: 99%

Collaborative design as a form of professional development

et al. 2015

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“…Learning patterns are influenced by contextual factors, such as an external stimulus or support in the workplace, and by personal factors, such as teachers' personality traits and their existing knowledge, beliefs and attitudes (Clarke & Hollingsworth, 2002;Van Petegem, Donche, & Vanhoof, 2005). Another important personal factor that influences teachers' learning appears to be teachers' willingness to learn.…”

Section: Learning Patternsmentioning

confidence: 99%

Teacher learning in the context of a continuing professional development programme: A case study

Bergh

Ros

Beijaard

2015

Teaching and Teacher Education

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“…På huvudmannanivå framträder den nedtonade rollen i besparingsåtgärder och en minskad tid för laborationsundervisningen i tjänstefördelningar, samt frånvaron av kompetensutveckling av den laborativa undervisningen. Vill man uppnå målet med en förbättring av elevers laborativa förmågor så måste lärare ges tid för en kontinuerlig och långsiktig kompetensutveckling, där utgångspunkten är lärarnas eget behov och kompetens (Clarke & Hollingsworth, 2002;Hargreaves & Fullan, 2012;Stigler & Hiebert, 2009). Skolverket (2017b) sjösatte under läsåret 2016/2017 en långsiktig satsning på lärares kompetensutveckling i naturvetenskapliga ämnen som bygger på ett kollegialt lärande, varaktigt engagemang och med utbildade handledare.…”

Section: Slutdiskussionunclassified

Gymnasiets laboratorionsundervisning i fysik – mellan tradition och ändrade styrdokument

Holmström

Pendrill

Reistad

et al. 2018

LUMAT

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Fysiska institutionen, Lunds universitet, Sverige Kontakt: simon.holmstrom@vaxjo.se Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborations-undervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.

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Elaborating a model of teacher professional growth

Cited by 1,477 publications

References 12 publications

Collaborative design as a form of professional development

Collaborative design as a form of professional development

Teacher learning in the context of a continuing professional development programme: A case study

Gymnasiets laboratorionsundervisning i fysik – mellan tradition och ändrade styrdokument

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