Teachers’ experiences of autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong

Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning

“…Working with teachers as co-researchers is not only good research practice, it is also better professional development. Existing research suggests that professional development is more likely to lead to sustained change when teachers are treated as professionals, when they have opportunities to collaborate and when they have some amount of autonomy (Hargreaves et al, 2013) so that they are able to choose goals and adapt materials to meet their classrooms' needs, compared to 'top down' or 'transmission approaches' to teacher development (Hauge, 2019;Williamson & Morgan, 2009). Communities of Practice (Lave & Wenger, 1991) are particularly well suited to this aim.…”

Comunidades profesionales de aprendizaje: de la gestión empresarial a la gestión educativa

“…Por influencia del AO, las CPA se hallan fuertemente vinculadas con el aprendizaje colaborativo (Sjoer y Meirink, 2016;Van Lare y Brazer, 2013), así como con las comunidades de práctica, cuya característica principal es el trabajo compartido (Wennergren y Blossing, 2017). Aunque pueda sospecharse de un desarrollo unilineal, evidencia sugiere que conceptos relacionados con las CPA -como aprendizaje profesional (Webster-Wright, 2009), comunidad de aprendizaje (Alcedo, Chacón y Chacón, 2014), comunidad profesional (Andrews y Lewis, 2002) o comunidades de aprendizaje docente (Hargreaves et al, 2013)-constituyen desarrollos alternativos (Stoll et al, 2006), pues incluso hay estudios que, empleando dicho término (Dooner, Mandzuk y Clifton, 2008), no están conectados con la teoría matriz.…”

Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism

“…Teacher learning communities and similar initiatives go some way to creating such conditions, offering scope for working with colleagues to learn from good practice and focus on particular aspects of teaching (Hargreaves, et al, 2013). However, these initiatives are also problematised in a number of ways, including by the fact that they are sometimes imposed on teachers by management (in other words, they form part of the school leadership's drive for systemic pedagogical homogeneity), that there is insufficient consideration of time constraints resulting in workload issues, and that practice can be given precedence over theory, creating or perpetuating a mechanistic view of education (Hargreaves, 2013).…”