Evidence-based portfolios: a cross-sectoral approach to professional development among teachers

Hamilton, Miriam

doi:10.1080/19415257.2018.1555183

Cited by 15 publications

(13 citation statements)

References 39 publications

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“…Following Zeichner's guidelines, our focus was on empowering teachers to develop the curriculum as a part of professional development. We saw the possibility of contextualizing teaching and learning through cross-sectoral (two different sectors, i.e., curriculum and CPD in our context) and crosscontextual (different contexts) teacher collaboration (Hamilton, 2018). The needs-based curriculum reformation through teachers' agency (Jenkins, 2019), affective agency for social change (Ferrada et al, 2020), and the enhancement of teachers' professional agency through professional development encouraged us to engage teachers in collaborative action-reflections, very similar to transformational activities.…”

Section: Introductionmentioning

confidence: 91%

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Dhungana

Luitel

Gjøtterud

et al. 2021

Journal of Participatory Research Methods

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Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional actionreflections, created contextually relevant environments for improving teachers' professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers' growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers' professional development.

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Section: Introductionmentioning

confidence: 91%

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Dhungana

Luitel

Gjøtterud

et al. 2021

Journal of Participatory Research Methods

View full text Add to dashboard Cite

show abstract

“…Third, we included moments of peer-to-peer evaluation of texts, in the form of collaborative proofreading (Hamilton, 2020). Peers (here, other student teachers) are first invited to review the work of others, identify positive aspects, and make suggestions.…”

Section: Guidelines To Support the Production Of Reflective Writingmentioning

confidence: 99%

“…To be reflective, "it is necessary to learn to observe situations from new angles, to document it in order to understand their multiple facets and to identify, through progressive analysis, possible solutions and actions" (Chaubet et al, 2019, p. 3). Hamilton (2020) highlighted the importance of reflective and collaborative practices to improve the quality of teaching and contribute to teacher professional development. More specifically, reflexivity makes it possible to improve the "professional self" (Kelchtermans, 2001), by playing a transformative role leading to the questioning and regulation of practices.…”

Section: Developing a Reflective Posture In Initial Teacher Trainingmentioning

confidence: 99%

“…Klenowski et al (2006) added that the portfolio is a tool for teaching, development, and learning. Moreover, a major advantage of this type of writing is that it plays a knowledge-weaving role (Hamilton, 2020), precisely to enable students to grasp the content of their training and mobilize it when seeking solutions to the concrete problems they encounter in the field.…”

Section: Developing a Reflective Posture In Initial Teacher Trainingmentioning

confidence: 99%

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Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

et al. 2021

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Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers’ reflective writing was implemented and the program’s results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The training program was offered to a class of 16 future primary school teachers in French-speaking Belgium (three males and 13 females, averaging 20 years old) who were in their final year of training. They rewrote a reflective text several times and the 64 texts produced were analyzed quantitatively. The results showed that the training program enabled participants to make major progress from one draft to another and thus improve their reflective writing skills. In addition, a qualitative single case study showed how one student’s writing evolved during the training program. Among the practical implications that emerged from this study were the recommendations to include time in the training curricula dedicated to the teaching of reflective writing and to train trainers to support the writing of reflective texts.

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“…In terms of training model, the study that was conducted by Koellner & Jacobs (2015) found that Problem Solving Cycle model is effective in helping the teachers to increase their performance and improve their students' achievement. Another training model that is also reported to be successful is a cross-sectoral approach, where teachers from different sectoral can discuss a particular teaching problem from various settings (Hamilton, 2020). Professional development though lesson study that involves collaborative activities of beginning and experienced teachers also can be an effective way to improve teachers' professionalism (Coenders & Verhoef, 2019).…”

Section: Hypothesis Testing IImentioning

confidence: 99%

Supervision and Participation in Teachers Working Group Toward the Teach-ers’ Professional Competence

Isniwati

Wahdini

Saleh

2019

JK6EM

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Learning activities cannot be carried out with optimum results in case teachers have professional competence. Academic supervision by the school principals and professional learning community activities are two of the efforts which are conducted to improve teachers' professionalism competence in Indonesia, especially in kindergarten level. This study aims at finding out the effect of school principal supervision and participation of the kindergarten teachers in Teacher Working Group (TWG), a kind of professional learning community, towards the kindergarten teachers' professional competence. There were 57 kindergarten teachers involved in this study. Data of the study were collected through questionnaire. The collected data from the result of the questionnaire were analyzed using multiple regression statistical analysis. Statistically, the results of the study show that academic supervision of quality achievement conducted by the school principals and teachers' participation in TWG have a significant effect on teachers' professional competence. For this reason, the following suggestions are made: (1) It is necessary for teachers to develop a positive mindset about the benefits of academic supervision; (2) teachers also need to actively participate in TWG activities; and (3) school principals needs to be closer to teachers.

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Evidence-based portfolios: a cross-sectoral approach to professional development among teachers

Cited by 15 publications

References 39 publications

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

Supervision and Participation in Teachers Working Group Toward the Teach-ers’ Professional Competence

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