Teacher professional development as a means of transforming student classroom talk

Šeďová, Klára; Sedláček, Martin; Švaříček, Roman

doi:10.1016/j.tate.2016.03.005

Cited by 134 publications

(85 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The same study emphasised further that teachers also need time to engage with and reflect on the new ideas, approaches and methods that they have been exposed to, suggesting that interventions that take place over extended periods of time and involve on-going processes for reflection and repetition if necessary make for effective CPD (Gatt 2009;Sedova, Sedlacek & Svaricek 2016). It is through such guided reflection that inherent tensions which emerge when new knowledge, practices and beliefs are introduced can be managed and grappled with and new understandings negotiated (Fazio 2009;Gatt 2009;Sedova, Sedlacek & Svaricek 2016;Husu, Toom & Patrikainen 2008).…”

Section: Teacher Changementioning

confidence: 99%

“…Apart from the applicability of the knowledge, studies have shown that teachers' engagement in learning activities is another aspect of effective CPD (Timperley et al 2007;Gatt 2009;Sedova, Sedlacek & Svaricek 2016). These studies have shown that teachers' active participation in CPD activities presents an important element that ensures the internalisation of the CPD content.…”

Section: Teacher Changementioning

confidence: 99%

See 1 more Smart Citation

Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

2016

View full text Add to dashboard Cite

Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention 'Teaching Respect for All' that aims to empower teachers in South Africa to act as agents of social justice. Based on the literature review, content analysis of the intervention's manual and resource book, and interviews with stakeholders we explore if the intervention outline can support teachers in becoming agents of social cohesion. The qualitative content analysis of the data unearthed four aspects of the intervention: the what, the how, the why, and the so what. We argue that while the intervention enables an alteration of 161 Jancic Mogliacci et al.Supporting teachers in becoming agents of social cohesion teaching practice, altering teachers' beliefs is a long-lasting and more challenging task. We conclude the paper with recommendations for transformative professional development programmes and the value of such for socially just education in South Africa.

show abstract

Section: Teacher Changementioning

confidence: 99%

Section: Teacher Changementioning

confidence: 99%

Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

2016

View full text Add to dashboard Cite

show abstract

“…In the literature, teachers themselves often are portrayed as the barrier (Sedova, Sedlacek & Svaricek, 2016). It has been suggested that teachers sometimes purposefully hold on to the triadic …”

Section: A20mentioning

confidence: 99%

Interchangeable Positions in Interaction Sequences in Science Classrooms

Rees

Roth

2017

Dialogic Pedagogy Journal

View full text Add to dashboard Cite

Carol Rees is an Associate Professor at Thompson Rivers University conducting research in the area on science inquiry education and classroom talk, both in schools and informal settings. She investigates ways that science inquiry experiences are student-led and how best to help teachers provide such experiences for their students.Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research: learning science in learning communities, co-teaching, authentic school science education, cultural-historical activity theory, social studies of science, gesture studies, qualitative research methods, embodied cognition, situated cognition, and the role of language in learning science and mathematics.

show abstract

“…A change in classroom practice hinges on good-quality and effective professional development of its teaching force (Sedova, Sedlac & Svaric, 2016). Effective TPD integrates teachers" inputs regarding what and how they need to organise teaching and learning opportunities for their learners (Morrow, 2007).…”

Section: Conceptions Of Agencymentioning

confidence: 99%

Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

Singh-Pillay

Samuel

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This article probes teacher responses to three curricular reform initiatives from a South African situated contextual perspective. It focuses on Life Sciences teachers who have initially reported feeling overwhelmed by this rapidly changing curriculum environment: adopting and re-adapting to the many expected shifts. The research question posed is: How do teachers negotiate and reinterpret their professional roles and responsibilities in the continually changing environment? A qualitative research design engaged dialogically with 8 Life Science teachers from moderately resourced schools located North of Durban generating insights that were central to their shifting agency of their teacher professional development (TPD). Our findings show these LS teachers are resilient to the changing curriculum times; their collegiality and agentic actions allows for divisions of labour, sustainable ties and strategies for walking the talk. The article concludes by discussing whether these agentic forms of TPD can be generated across differing contexts that are less well-enabled. When productive TPD voice is not activated, curriculum reform paradoxically contributes to (re)producing the existing inequities of context.

show abstract

Teacher professional development as a means of transforming student classroom talk

Cited by 134 publications

References 33 publications

Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

Interchangeable Positions in Interaction Sequences in Science Classrooms

Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

Contact Info

Product

Resources

About