Factors influencing teachers’ professional development in networked professional learning communities

Prenger, Rilana; Poortman, Cindy Louise; Handelzalts, Adam

doi:10.1016/j.tate.2017.08.014

Cited by 102 publications

(89 citation statements)

References 31 publications

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“…This professional development course had some positive effect on the practitioners, for instance on their knowledge of language learning, their openness towards multilingual education, and their implementation of language activities. While we did not investigate professional learning as such, it became clear that the combination of instruction, the implementation of specific activities by the practitioners, the documentation and analysis of their practice, and the feedback offered productive learning opportunities (Gaikhorst et al, 2017;Prenger et al, 2017). The performance-based assignments and the documentation led the practitioners to reflect on language policies, beliefs and practices, construct new knowledge, and implement some change.…”

Section: Resultsmentioning

confidence: 99%

“…Change, however, always begins with motivated professionals. In a future study, we would involve more practitioners (Prenger et al, 2017) and examine the relationship between their background variables (e.g. age, language use) and their attitudes and practices.…”

Section: Discussionmentioning

confidence: 99%

“…While the previous paragraphs examined theoretical models of PD and highlighted some influential studies, the following one focuses on the conditions under which PD is likely to be effective. Researchers have shown that PD effectiveness is related to training that is collaborative, involves more than one person of the same institution, is medium or long-term (45 to 60 hours) and offers opportunities for active learning and transfer (Gogolin et al, 2011;Egert, 2015;Prenger, Poortman, & Handelzalts, 2017). Trainers focus ideally on a specific content such as interaction strategies which they teach through a range of methods before they ask the practitioners to implement these and document their use (Egert, 2015;Egert et al, 2018).…”

Section: Review Of European Studiesmentioning

confidence: 99%

“…Secondly, the methods encourage practitioners to collaboratively analyse their beliefs and construct new knowledge, thereby establishing links between theory and practice. Learning is likely to be sustainable because the practitioners develop a culture of learning and establish relationships with other actors to solve their locally situated problem (Gaikhorst et al, 2017;Prenger et al, 2017). Programmes that involve both teachers and carers can be effective.…”

Section: Review Of European Studiesmentioning

confidence: 99%

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The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals" knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children"s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Review Of European Studiesmentioning

confidence: 99%

Section: Review Of European Studiesmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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show abstract

“…In regard to this argument, knowing what to teach, how to teach and what methods combine to form knowledge and skills that define teaching proficiency. Further still, Prenger, Poortman, and Handelzalts (2017) noted that, limited support for novice teachers hinders knowledge sharing during professional development. In order to address this concern, trainee teachers need a seamless experience from pre-service to in-service that is strategic where knowledge and skills are gradually developed and internalized.…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

Amolloh¹,

Lilian²,

Wanjiru³

2018

IES

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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

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Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

Solano,

Ramanathan

2024

Future in Educational Research

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This exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

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Factors influencing teachers’ professional development in networked professional learning communities

Cited by 102 publications

References 31 publications

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

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