From isolation to symphonic harmony: Building a professional development community among teacher educators

Hadar, Linor L.; Brody, David L.

doi:10.1016/j.tate.2010.06.015

Cited by 170 publications

(119 citation statements)

References 22 publications

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“…degree in either early childhood education, special education, or elementary school education. A series of scaffolded classroom assignments were developed by this author as an application of action research methodology learned in a professional development workshop for teacher-educators designed to infuse higher order thinking skills in college courses (Hadar & Brody, 2010. The students were told that they were participating in the instructor's experimental study of teaching methodology, that their answers would remain anonymous and would not be graded.…”

Section: Methodsmentioning

confidence: 99%

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Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Weinstein¹,

Preiss²

2017

JET

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This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation). The disposition examined was the self confidence to reason independently, without teacher direction, in order to encourage learner autonomy. The study developed as action research in a teachers college Bible class, after pre-service education students complained that they were unable to compare and contrast texts on their own. In an attempt to solve this problem, the study began with a preliminary non-textual exercise involving analyzing and evaluating two everyday leisure activities. It then continued by transferring these skills to Biblical text comparisons. Findings showed that beginning the study with the scaffolding step of a non-textual exercise before moving on to text comparisons was an effective method of helping students overcome their former reluctance to autonomously compare texts without teacher intervention.

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Section: Methodsmentioning

confidence: 99%

“…In addition to CT being an essential component of their own development as effective teachers themselves, (Torff, 2005;Hadar & Brody, 2010, teachers in training will also ultimately be responsible for passing on CT skills and dispositions to the next generation, their students.…”

mentioning

confidence: 99%

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Weinstein¹,

Preiss²

2017

JET

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“…Fostering cultures in which teachers in CIs can push on each others' ideas and offer professional critique is difficult (Dobie & Anderson, 2015;van Es, 2012); however when CIs are able to engage in these deep discussions, there is room for reflection and improved practice (Dobie & Anderson, 2015;Hadar & Brody, 2010;Stoll et al, 2006). Thus discovering specific combinations of conditions that promote deep discussions is critically important.…”

Section: Combinations Of Configurationsmentioning

confidence: 99%

“…Many recommendations include PD in the form of collaborative teacher learning in teacher communities (e.g., Bryk, Lee, & Holland, 1993;DuFour & Mattos, 2013;Hadar & Brody, 2010;Louis & Marks, 1998;Skerrett, 2010;van Es, 2012). While there is consensus emerging on the factors of high quality PD, there are still many different approaches to school-based Teacher Learning Communities (TLCs).…”

Section: Introductionmentioning

confidence: 99%

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Kintz

Lane

Gotwals

et al. 2015

Teaching and Teacher Education

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h i g h l i g h t sInvestigation of conditions associated with teachers' in-depth discussions. Focus on teacher communities of inquiry in a professional development initiative. Using unique methodological approach: Qualitative Comparative Analysis. Single purpose was a necessary condition associated with in-depth discussion. Coach questions and connecting theory and practice were also associated conditions. a b s t r a c t This paper examines factors that contributed to critical conversations in teacher communities of inquiry (CI) as part of a statewide professional development initiative in the United States. Based on a three-year mixed method design, we use qualitative comparative analysis to investigate the influence of combinations of conditions on the depth of discussion. Results suggest that there were three conditions associated with the extent to which CI members engaged in discussions with substantive interaction and reflection: a clear purpose, coach questioning, and the connection of theory to practice. The findings contribute to the understanding of effective reform implementation in different contexts.

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“…In order to succesfully implement such reforms, teacher educators get involved in collaborative efforts to make the required collective changes in their instructional practices (Frank, Zhao, & Borman, 2004;Goddard et al, 2007;Wenger, 1998). Collaborative processes in teacher education need a sense of urgency or a collective goal in order to develop (Hadar & Brody, 2010). Unfortunately, and although research on teacher educators' is growing, there is little knowledge on what teacher educator collaboration in the context of educational change actually looks like.…”

Section: Introductionmentioning

confidence: 99%

Teacher educators’ collaboration in subject departments: collaborative activities and social relations

Heldens

Bakx

Brok

2015

Educational Research and Evaluation

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From isolation to symphonic harmony: Building a professional development community among teacher educators

Cited by 170 publications

References 22 publications

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Teacher educators’ collaboration in subject departments: collaborative activities and social relations

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