Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

Beverborg, Arnoud Oude Groote

doi:10.3990/1.9789036539869

Cited by 4 publications

(5 citation statements)

References 173 publications

(696 reference statements)

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“…In addition, these studies pointed towards the importance of conditions at the school-level, such as transformational leadership and working in teams, to foster teacher learning. This suggests that a purposeful and empowering environment can help to structure uncertainty and ambiguity, and to enable teachers to come to a common understanding about changing their practice, and learn from one another (see also Coburn, 2004;Oude Groote Beverborg, 2015;Staples & Webster, 2008). As such, these longitudinal studies have their merit in validating and extending previous findings from cross-sectional studies on the structural relations between organizational conditions and improving education over time (see also Hallinger & Heck, 2011;Heck & Hallinger, 2009;Heck & Hallinger, 2010).…”

Section: Introductionmentioning

confidence: 95%

Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

Beverborg

Wijnants

Sleegers³

et al. 2021

Accountability and Educational Improvement

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School improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.

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Section: Introductionmentioning

confidence: 95%

Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

Beverborg

Wijnants

Sleegers³

et al. 2021

Accountability and Educational Improvement

Self Cite

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show abstract

“…Reflection has been defined as an individual earns experience as a result from their own actions at any situation Beverborg (2015). Reflection of teachers on their entire practice helps them to fixate on their emotions, responses, actions, experiences and utilise that information to enhance their elemental knowledge and achieve high level of understanding (Mathew et al, 2017).…”

Section: Reflectionmentioning

confidence: 99%

“…Experimentation refers to the teachers' attempt of new teaching strategies and approaches in order to make a determination on what and how the new things are to be tested during the teaching and learning process in classroom (Beverborg, 2015). Besides that, experimentation is also known as a learning activity by an individual that emphasises a concept which is knowledge formed through action or accomplishment (Beverborg, 2015). The new teaching methods which were tried by teachers in the classroom boost teachers and students' learning activity by conveying knowledge to the students proficiently.…”

Section: Experimentationmentioning

confidence: 99%

The Influence of the Dominant Teacher’s Professional Learning Dimensions on Commitment of National Secondary School’s Teachers in Penang

Muniandy

2021

JCIT

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This study is conducted to identify the relationship between teachers’ professional learning and teachers’ commitment and to identify the most dominant dimension of teachers’ professional learning that influences national secondary school teachers’ commitment. Survey method was used in this study with questionnaire as the instrument of the study. 506 teachers from 20 schools in Penang state were involved as respondents in this study. Descriptive statistics and inferential statistics were used in the study. Frequency and percentage were used for descriptive statistics meanwhile Pearson Correlation and Stepwise Multiple Regression were used for inferential statistical analysis. The findings show that there is significant, positive and strong relationship between teachers’ professional learning and teachers’ commitment. Furthermore, reflection and collaboration are the dominant dimensions of teachers’ professional learning that influence teachers’ commitment in Penang state. Implications of the study and future research recommendations are also discussed in this study.

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Section: Introductionmentioning

confidence: 95%

Concept and Design Developments in School Improvement Research

Beverborg¹,

Feldhoff²,

Merki³

et al. 2021

Accountability and Educational Improvement

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This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study's design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches. The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book's discussion chapter. More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible.This book series intends to bring together an array of theoretical and empirical research into accountability systems, external and internal evaluation, educational improvement, and their impact on teaching, learning and achievement of the students in a multilevel context. The series will address how different types of accountability and evaluation systems (e.g. school inspections, test-based accountability, merit pay, internal evaluations, peer review) have an impact (both intended and unintended) on educational improvement, particularly of education systems, schools, and teachers. The series addresses questions on the impact of different types of evaluation and accountability systems on equal opportunities in education, school improvement and teaching and learning in the classroom, and methods to study these questions. Theoretical foundations of educational improvement, accountability and evaluation systems will specifically be addressed (e.g. principal-agent theory, rational choice theory, cybernetics, goal setting theory, institutionalisation) to enhance our understanding of the mechanisms and processes underlying improvement through different types of (both external and internal) evaluation and accountability systems, and the context in which different types of evaluation are effective. These topics will be relevant for researchers studying the effects of such systems as well as for both practitioners and policy-makers who are in charge of the design of evaluation systems.

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Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

Cited by 4 publications

References 173 publications

Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

The Influence of the Dominant Teacher’s Professional Learning Dimensions on Commitment of National Secondary School’s Teachers in Penang

Concept and Design Developments in School Improvement Research

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