Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

Avidov-Ungar, Orit; Hayak, Merav; Cohen, Sivan

doi:10.1080/15700763.2021.1921224

Cited by 8 publications

(3 citation statements)

References 30 publications

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“…We emphasize the relevance of this article on Colombian teachers' perceptions of social science didactics because our findings are in accordance with those of researchers such as Guo et al (2022), Smet (2022), andAvidov-Ungar et al (2021), who pointed out that teachers' motivation and aspirations about their teaching, as expressed in their perceptions, constitute an essential tool to help managers and decision makers analyze how they guide teachers' training programs and professional development. Therefore, the perceptions of the participants in this study can be very useful in designing professional development programs and incentives that would correspond to the needs of social studies teachers in the country.…”

Section: Discussionsupporting

confidence: 88%

Perceptions of Colombian Teachers about the Didactics of Social Sciences

2022

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The article seeks to answer the question about the perceptions that teachers have in training and in practice on the didactics of the social sciences in Colombia. To this end, a method with an interpretative approach with a mixed design is used to integrate the quantitative and qualitative analysis of the data produced on these perceptions in the context of basic and secondary education. The results present from the perceptions of teachers some correlations between the didactics they claim to use and the way in which it is expressed in their pedagogical practice. The conclusions contribute to the design, implementation, and evaluation of educational policies in education, especially those aimed at improving the teaching and learning processes of the social sciences at different educational levels.

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Section: Discussionsupporting

confidence: 88%

Perceptions of Colombian Teachers about the Didactics of Social Sciences

2022

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“…Reflection on one's practice in communication with colleagues has been emphasized as a valuable component of a professional community (Damjanovic & Blank, 2018;Evertsen et al, 2015;Irvine & Price, 2014;Postholm, 2018;Saebø & Midtsundstad, 2022). Langelotz's (2013) study of a teaching team whose members were required to participate in a peer counseling group supports that peer counseling can nurture new and complex processes that can be both delimiting and liberating, and Avidov- Ungar et al (2023) highlight the importance of preschool teachers taking the role as leaders of professional learning communities. Lazzari (2012) and Fimreite & Fossøy (2018) examine preschool teachers' professionalism based on discussions in focus groups, demonstrating the value of collective discussion venues as arenas for professional development in an interplay with society at large.…”

Section: Literature Reviewmentioning

confidence: 98%

Professional Development Among Preschool Teachers: Meta-Conversations About Peer Counseling

Fimreite,

Glosvik

2024

Sage Open

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This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various speech acts as markers for central discourse among preschool teachers. Habermas’ theory of communicative action is used as a framework for analyzing the preschool teachers’ statements, showing that the concepts of lifeworld and system are central in their discussions. The study highlights knowledge movements pertaining to learning and becoming part of the community, knowledge movements that threaten professional aspects, and dynamics between the participants’ everyday lives and the system. Peer counseling in groups appears to be a crucial transformative learning activity in the preschool setting studied. The findings presented can contribute to bridging preschool teachers’ everyday lives and the system they function within and can be used to improve the education of preschool teachers.

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“…They consider group reflections and collaborative learning in the institution to be an even better form of expressing opinions and attitudes that not only bring about personal change and growth for educators but also largely transform the entire culture into a culture of participation in which the kindergarten becomes a learning community. This is evidenced in the research studies of authors Toran and Yagan Güder (2020), Weckström et al (2020), andAvidov-Ungar et al (2021), whose research reflects the culture of participation created by creating a context in which collaborative learning and reflective practice were encouraged. The research studies by authors Yang and Li (2019) also demonstrated that the culture of the institution can change in accordance with changes in the curriculum and that several different cultures interacting with each other create an authentic new culture.…”

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confidence: 99%

Relationship between structural and social dimensions of school culture

2023

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The culture of an educational institution is defined as a set of common beliefs and values that closely connect the members of a community. Structural dimensions (space, time, teaching materials, and teaching strategies), social dimensions (relationships among school staff, between teachers and children, and among children), common rituals, and customs and traditions of the school are manifestations of school culture in which it is recognized and becomes visible. The aim of this research is to determine the connection between structural dimensions and social relations in the institution. The research was conducted in 2022 on a sample of 174 primary teachers employed in various schools in the Republic of Croatia. The Questionnaire for the Assessment of the Culture of the Educational Institution was used for data collection. An exploratory factor analysis on the Scale of the State of School Culture, which measured the state of structural dimensions, extracted two factors, based on which two subscales of good metric characteristics were created: organization of educational work and spatial and temporal dimensions. The Scale of the State of Relations in the Institution consists of 13 items and has high reliability. In order to determine the existence of a connection between the structural and social dimensions of school culture, Pearson's correlation coefficients were calculated. Moderate to relatively high positive correlations between the examined variables were found, which confirms the intertwining and interdependence of different dimensions of school culture, which significantly determines the quality of life and education of children in the institutional context.

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Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

Cited by 8 publications

References 30 publications

Perceptions of Colombian Teachers about the Didactics of Social Sciences

Perceptions of Colombian Teachers about the Didactics of Social Sciences

Professional Development Among Preschool Teachers: Meta-Conversations About Peer Counseling

Relationship between structural and social dimensions of school culture

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