Teacher learning through reciprocal peer coaching: An analysis of activity sequences

Zwart, R.C.; Wubbels, Theo; Bolhuis, SM Sanneke; Bergen, Tcm Theo

doi:10.1016/j.tate.2007.11.003

Cited by 78 publications

(67 citation statements)

References 23 publications

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“…Within both categories of learning outcomes changes in cognition were reported. This differed from, for example, the study by Zwart et al (2008), who distinguished intentions to change behaviour and changes in behaviour as well. In the present study, (intended) changes in behaviour mentioned remained implicit.…”

Section: Conclusion and Discussionmentioning

confidence: 68%

“…Separate, more specific learning activities that were found in the data could be placed under one of these five categories. In total, 12 different types of specific learning activities (subcategories) were distinguished, partially from literature (Henze, 2006;Kwakman, 2003;Meirink et al, 2007;Zwart et al, 2008) and partially from the data itself. These learning activities, subactivities and their descriptions can be found in the following section (see Table 2).…”

Section: Discussionmentioning

confidence: 99%

“…Eleven subcategories could be distinguished under these two main categories based again on both the literature (Bolhuis & Simons, 1999;Zwart et al, 2008) and the data itself. The learning outcomes and their descriptions can be found in the next section (see Table 4).…”

Section: Discussionmentioning

confidence: 99%

“…During the last decade, some studies have been conducted on teachers' learning activities in the workplace (e.g. Henze, 2006;Kwakman, 2003;Lohman & Woolf, 2001;Meirink et al, 2007;Van Eekelen et al, 2006;Zwart, Wubbels, Bolhuis & Bergen, 2008). Kwakman (2003) distinguishes in her study four (types of) learning activities: (1) reading (e.g.…”

Section: Learning Activities and Learning Outcomesmentioning

confidence: 99%

“…Looking at prior studies on teacher learning in collaboration, it seems that most of these studies did not explicitly distinguish between individual and collective outcomes, or -and this was more often the case -they focused at just one of these levels (either the individual or the collective). Zwart et al (2008), for example, categorised seven individual learning outcomes as a result of learning activities in the context of peer-coaching (a context that can be considered collective in nature): (1) new ideas, conceptions or beliefs; (2) confirmed ideas, conceptions or beliefs; (3) increased awareness; (4) intention to change behavioural repertoire; (5) changed ideas of self; (6) new ideas and intentions to change behaviour and (7) confirmed ideas and intentions to change behaviour. Bolhuis and Simons (1999), on the other hand, argued that collaborative teacher learning should result in a communal language in which shared approaches, knowledge and skills are expressed and cultivated (all of which are only collective outcomes).…”

Section: Learning Activities and Learning Outcomesmentioning

confidence: 99%

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Collaborative teacher learning in different primary school settings

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Section: Conclusion and Discussionmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Learning Activities and Learning Outcomesmentioning

confidence: 99%

Section: Learning Activities and Learning Outcomesmentioning

confidence: 99%

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Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Procentese

Gatti

Ceglie

2022

Journal Community Psychology

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The changes in teaching due to COVID‐19‐related restraints generated distress among teachers, putting their job‐related efficacy and satisfaction at risk. This study deepens the community‐related protective and risk factors in teachers' experience. An online questionnaire detecting social distancing burnout, job‐related distress experience, efficacy and satisfaction, and Sense of Community (SoC) was administered to 307 Italian teachers. A multiple mediation model was tested with Structural Equation Modeling. Evidence showed that social distancing burnout could increase teachers' distress rates and, through them, impact their job‐related efficacy and satisfaction; however, its effects on the latter depended on the kind of distress mediating. Conversely, SoC could support their job‐related efficacy and satisfaction, yet no association with their distress rates emerged. The role of social distancing and Information and Communication Technologies (ICTs)‐related distress as the main threats for teachers stems, along with the one of job distress and the community of belonging as assets on which teachers relied.

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Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

Beverborg

Wijnants

Sleegers³

et al. 2021

Accountability and Educational Improvement

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School improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.

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Teacher learning through reciprocal peer coaching: An analysis of activity sequences

Cited by 78 publications

References 23 publications

Collaborative teacher learning in different primary school settings

Collaborative teacher learning in different primary school settings

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research

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