Exploring empowering practices for teachers’ sustainable continuing professional development

Bendtsen, Marina; Forsman, Liselott; Björklund, Mikaela

doi:10.1080/00131881.2021.2000338

Cited by 11 publications

(5 citation statements)

References 18 publications

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“…Later on, it helped me to teach the geometry concepts well". This implies that CM is serving as bridge to fill in the gaps between the administration of the school and the teachers in order to improve instructional practices in the class.Due to administrative load, the headteacher/coordinator are sometimes unable to implement their learning in the classroom (Bendtsen et al, 2022), therefore there must be an in-service plan, so that their learning could be shared with the teachers who are the right pathways to implement. In this regard, CM meetings serve as a mode, through which during discussions, subject specialist/headteachers/coordinators share their learning and through mutual planning teachers learn and implement their learning in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Time and Opportunity for In-house Professional Development of Teachers

2024

plhr

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Professional Development (PD) courses demand that teachers learn and practice new roles and ways of teaching/learning and assessment to create independent, critically conscious and confident life-long learners. That translates into a long-term contextual PD process to focus on dynamic role of teachers. Here, the problem is; where do teachers find time and support for that higher-level change in their already busy schedules? This issue explores the vital concern for the coordinators, head-teachers that how to carve out time, opportunity, and other relevant resources that teachers need to realize and practice the vision of PD. Therefore, in-service PD courses were introduced in the past decades. But, again time has emerged as key issue on most of the analysis of school change. Hence, while working with the teachers, we could explore and interpret a unique in-service PD strategy that addresses additional challenges of implementing required educational standards. Findings include; the teachers are getting updated feedback and information to improve their classroom practices, and address day-to-day issues. It has filled the prevalent gap between the teachers and the coordinators/managers. The coordinators could implement the learning theories through the teachers who are the right resources to implement the theories to bring change. It has also helped the teachers to manage time to do multiple responsibilities. The implications of the study reveal that it can help the coordinators, teacher educators and managers to further explore, design and implement effective in-service PD strategies to meet high expectations.

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Section: Discussionmentioning

confidence: 99%

Time and Opportunity for In-house Professional Development of Teachers

2024

plhr

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“…Professional training therefore influences and strains the defined role and the exercise of the role they play in schools. Several studies have addressed the need to improve professional training and cross‐sectional skill development in professionals working in educational settings, as they are essential to perform collaborative work through a common language (Ainscow, 2020; Bendtsen et al, 2022; Clarke et al, 2015; Echeita, 2016; Ito et al, 2022; Scruggs & Mastropieri, 2017; Woodcock & Hardy, 2019). Further research into professional training is advisable to explore strengths and weaknesses, in order to identify which actions could improve EAP performance in schools.…”

Section: Discussion and Analysismentioning

confidence: 99%

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

Dinamarca-Aravena

2023

Research in Spec Educ Needs

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The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom‐up approach to capture the needs presented by learners and professional teams.

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“…PLCs are essentially a component of professional development. Various definitions and descriptions of PLCs exist, according to Bendtsen et al (2022). From their research, five dimensions of a PLC emerge: supportive and shared leadership, shared values and vision, collective learning and application of learning, supportive conditions, and shared practice.…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

Chimbunde,

Mbanjwa,

Moreeng

2024

IJER

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The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

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Exploring empowering practices for teachers’ sustainable continuing professional development

Cited by 11 publications

References 18 publications

Time and Opportunity for In-house Professional Development of Teachers

Time and Opportunity for In-house Professional Development of Teachers

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

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