Teacher learning in the context of a continuing professional development programme: A case study

Bergh, Luna; Ros, Anje; Beijaard, Douwe

doi:10.1016/j.tate.2015.01.002

Cited by 53 publications

(28 citation statements)

References 33 publications

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“…The challenge of changing teachers' practices sustainably following participation in a teacher professional development programme is recorded in existing research (e.g. Vescio et al, 2008;Osborne et al, 2013;Pehmer et al, 2015b;Van den Bergh et al, 2015). Existing research often warrants fluctuation in teacher learning during professional development, because of teachers grappling with new practices and the time needed to consolidate changes in routine practices (Bakkenes et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.

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Section: Discussionmentioning

confidence: 99%

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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“…The literature often mentions the limited efficacy of further educational programs for teachers, since they have seldom created change in teaching practices (Adey, 2006;Butler, Novak Lauscher, Jarvis-Selinger, & Beckingham, 2004;Reznitskaya & Gregory, 2013;van den Bergh, Ros, & Beijaard, 2015). Berson et al (2015) therefore claimed that it is necessary to identify the basal mechanisms that lie behind successful implementations of change.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Emotions in Teacher Development: Do They Matter?

Šeďová¹,

Šalamounová²,

Švaříček³

et al. 2017

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“…by Leicht (2010), we would argue that arts-based methods, such as the Professional Body, can be effective tools to support participants in processing their work-related matters and in making decisions concerning their professional identities, within the continuum of the past, present, and future. The study also indicated that professional perceptions expanded, and professional practices developed, through encountering different people and their perspectives, observing the coach, and evaluating one's own work experiences (see also Kira 2010, van den Bergh et al 2015.…”

Section: Discussionmentioning

confidence: 95%

“…Recent studies have emphasized that learning occurs particularly via collaboration within social interaction, plus experimentation and reflection regarding one's professional mission and practices (Labone and Long 2016, Ruohotie-Lyhty and Moate 2016, Shagrir 2010, van den Bergh et al 2015, Zwart et al 2015. Moreover, to achieve useful outcomes, social learning processes should be designed such that professionals have sufficient resources to shape their own professional identity and work (Eteläpelto et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Professional learning and agency in an identity coaching programme

Vähäsantanen

Hökkä

Paloniemi

et al. 2016

Professional Development in Education

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This paper addresses the professional learning that occurred in an identity coaching programme. The arts-based programme aimed to enhance the participants' professional learning, notably through helping them to process their professional identities. Professional learning was seen as resourced by the participants' professional agency, and by the promotion of such agency. Via interviews, we investigated what the participants perceived they had learnt during the programme, and the potential differences in learning outcomes between professional groups from university and hospital contexts. The findings showed that the programme was perceived as a rich learning arena in the domains of the professional self (involving a crafted professional identity), professional relationships (involving increased knowledge of colleagues and becoming an active participant in the work community), and professional competencies (involving socio-emotional knowledge and skills). The professionals (academics and administrative personnel) from a university learnt more during the programme than did the nurses and physicians working in a hospital. The findings suggest that the primary emphasis in professional learning should be on professional identity and agency within the social relationships that exist in training and work settings. The paper also presents our theoretical considerations regarding the connection between professional agency and learning.

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Teacher learning in the context of a continuing professional development programme: A case study

Cited by 53 publications

References 33 publications

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Teachers’ Emotions in Teacher Development: Do They Matter?

Professional learning and agency in an identity coaching programme

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