Participatory media for teacher professional development: toward a self-sustainable and democratic community of practice

On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers

“…Shulman (1986) coined the term pedagogical content knowledge (PCK) to refer to this type of a background, adding the pedagogical component to "classic" content knowledge, which has been at the center of the TPD programs. An extensive body of research has provided evidence of TPD impact on teachers' practice (Pianta and Hamre, 2009;Barr et al, 2015;Liu et al, 2016;Matic, 2019). The results reported by the participants in this study are consistent with this previous body of research.…”

“…Along these lines, other studies have explored the importance of including the active agency of teachers in their professional development as a mechanism to improve their self-efficacy (Pyhältö et al, 2015;Tam, 2015;Wanless et al, 2015;Ciampa and Gallagher, 2016;Liu et al, 2016). For instance, Liu et al (2016) analyzed the impact of 6 years of the TPD program on building a self-sustainable and democratic community of practice. On several Saturdays during these school years, workshops were held that combined lectures, readings, and discussions on East Asian topics according to the Wisconsin K-12 Social Studies Content Standards.…”

Fostering critical teacher agency: the impact of a science capital pedagogical approach

“…With continued exposure to such teaching, we hope that more students from more diverse backgrounds will come to see science as 'for them', and that their future participation in science (for study, as an occupation, for general citizenship) is possible. We would also suggest that, contrary to the critique by Liu, Miller & Eun Jahng (2016) that university led professional development can hinder the development of teacher voice and agency, our model of partnership working was and aim of enabling greater social justice would appear to be effective in enabling, to varied extents, increased teacher agency.…”

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

“…In addition, research on teacher professional development emphasizes the importance of collaboration and mutual trust between university-based teacher educators, school administrators, and K-12 teachers in constructing and implementing successful programs (see, for example, Cochran-Smith and Lytle 1993; Cochran-Smith and Lytle 2006; Liu et al 2016). Considering student teacher preparation to be a novice level of professional development, we therefore incorporated into our framework the process for developing collaboration with professional development schools proposed in NCATE (2001), Standard III,.…”