Professional learning in the lives of teachers: towards a new framework for conceptualising teacher learning

Cameron, Sandra Ellen; Mulholland, Judith; Branson, Christopher M.

doi:10.1080/1359866x.2013.838620

Cited by 60 publications

(41 citation statements)

References 23 publications

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“…Teachers were motivated to explore more about what interested them both professionally, in regard to curriculum and student outcomes as well as their own personal interests in the ICT. Both professional and personal factors have been identified as requirements for teacher professional learning [32]. The outcome of the online professional development was perceived by the teachers in relevance to the outcome of their Action Learning Project as well as the emergence of teachers' "self-realisation" as a conscious analysis focused on their pedagogical use of ICT.…”

Section: Discussionmentioning

confidence: 99%

Exploring Elements That Support Teachers Engagement in Online Professional Development

Prestridge

Tondeur

2015

Education Sciences

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This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.

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Section: Discussionmentioning

confidence: 99%

Exploring Elements That Support Teachers Engagement in Online Professional Development

Prestridge

Tondeur

2015

Education Sciences

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“…Whether they were the observers or being observed, the process promoted a collaborative ethic. These findings are aligned with research highlighting the benefits of authentic, collaborative PL, nested in the real world of classroom teaching (Wideen et al, 1998, Darling-Hammond and McLaughlin, 2011, Opfer and Pedder, 2011, Cameron et al, 2013.…”

Section: Discussionmentioning

confidence: 53%

“…Cameron et al, 2013) career stage influences motivation for PL and how teachers engage with and respond to PL opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…Although teacher learning is a relatively new field of research (Borko et al, 2007) and there have been differing views about what constitutes effective PL for teachers (Garet et al, 2001, Cameron et al, 2013, there seems to be emerging consensus about some key features of effective PL experiences.…”

Section: Professional Learning (Pl)mentioning

confidence: 99%

“…Cameron et al, (2013) found teachers valuable PL activities involved working with colleagues, observing lessons and having time to share ideas. When teachers have opportunities to share knowledge and develop collaborative communities of practice, potentially fruitful environments for PL can be developed, positively influencing teacher outcomes.…”

Section: Professional Learning (Pl)mentioning

confidence: 99%

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The value of collaborative rounds for teacher professional learning in Australia

Mansfield

Thompson

2016

Professional Development in Education

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Teacher professional learning (PL) is increasingly being viewed by governments, bureaucracies, and school systems as an important vehicle for improving teaching quality and effectiveness. This new enthusiasm, however, has to be set against a history of professional development in schools that was of marginal quality and benefit. In response to this history, education authorities are interested in PL that emphasises collaborative, relevant and authentic opportunities for teachers. This paper reports a study investigating the potential of a collaborative rounds-based approach for teacher professional learning conducted across three small primary schools in Western Australia. Using qualitative data gathered over a year, strengths and challenges of the rounds approach are explored. Findings show how this PL supported teacher learning, the perceived influence on classroom instruction and the benefits in working collaboratively. Challenges included time and logistics, overcoming anxiety about being observed and the process of learning observational skills. Implications for future implementation as well as policy and practice are discussed.

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Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Professional learning in the lives of teachers: towards a new framework for conceptualising teacher learning

Cited by 60 publications

References 23 publications

Exploring Elements That Support Teachers Engagement in Online Professional Development

Exploring Elements That Support Teachers Engagement in Online Professional Development

The value of collaborative rounds for teacher professional learning in Australia

Characteristics of research into professional learning across professions: A mapping review

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