Teachers’ professional learning experiences and their engagement in reflective practice: a replication study

Camburn, Eric M.; Han, Seong Won

doi:10.1080/09243453.2017.1302968

Cited by 34 publications

(47 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Gilles ( 2016 ), the cooperative classroom is considered a space for dialogic interactions, while Webb ( 2009 ) described the promotion of dialogue as a fundamental task of teachers in classrooms. Focusing on the professional development of teachers, MacPhail et al ( 2014 ) pointed out the importance of learning in communities of practice through cooperation and the exchange of ideas, and Camburn and Han ( 2017 ) emphasised the cooperation of teachers as a key element in learning communities.…”

Section: Double Meaning Of Dialogue Formatsmentioning

confidence: 99%

Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations

Helbig

Hofhues

Lukács

2021

Digital Transformation of Learning Organizations

View full text Add to dashboard Cite

The article focuses on the value of group discussions both as a method of organisational development and as a method of empirical social research. These two perspectives are discussed as a “double meaning”, which often occurs simultaneously in different forms. The concept of “multi-stakeholder dialogues” takes up this challenge. Following on from this, dimensions of the design and research of group discussions will be discussed. The contribution relates to the subproject “Multi-stakeholder Dialogues and Qualitative Evaluation” of the joint project “#ko.vernetzt”. The subproject had the task of accompanying, structuring and researching organisational development in a networked educational institution with dialogue formats. A total of nine dialogues were conducted with different groups of participants, six of which were analysed using qualitative methods. The research perspective is based on a concept of organisations from a praxeological perspective and an understanding of organisational culture as collective conjunctive experience. Thus, the object of qualitative research is the reconstruction of typical modus operandi of the processing of requirements. The results show that structural deficits in educational organisations are reproduced and reinforced by digitisation.

show abstract

Section: Double Meaning Of Dialogue Formatsmentioning

confidence: 99%

Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations

Helbig

Hofhues

Lukács

2021

Digital Transformation of Learning Organizations

View full text Add to dashboard Cite

show abstract

“…Reflection and enactment are actually the main means through which change in a system of teacher's world can take place and proves the cyclic nature of teacher change (Clarke and Hollingsworth, 2002). Opportunities for field and classroom experiences, reflection, understanding oneself in a secure environment under challenging circumstances, applied knowledge (Opfer and Pedder, 2011), collaborating with peers and working with experts on topics relevant to the teachers' practice, promote reflective practice and provide a supportive context for teachers (Camburn and Won Han, 2017).…”

Section: The Teacher Professional Learning Policymentioning

confidence: 99%

Reflections on Resilience. A Teacher’s Professional Learning Journey

Fokaidou¹,

Loizidou²

2019

JCT

View full text Add to dashboard Cite

The purpose of this study is to describe and reflect on the route a teacher followed to implement an inquiry-basedprofessional learning cycle in her everyday practice and form a conceptual framework for teacher professionallearning on resilience. The teacher acted as a researcher and worked with a facilitator to explore the experience ofthree twelve-year-old migrant students with high learning performance in an urban school in Cyprus. Diverse aspectsconsidered as important determinants for their educational success and resiliency were explored through case studyresearch. The data were analysed and three main categories related to resilience were formed: emotional resistance,development of responsibility and sense of belonging. The main findings of the exploratory study were used as thecornerstone for school-based teacher professional learning focusing on methods, approaches and aspects that couldbe applied in order to strengthen all students and enhance positive impact on students’ achievement.

show abstract

“…Richards ( no date) found that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development. Camburn & Han (2017) found that teachers engaged in reflective practice more often when they had more regular access to embedded learning opportunities which they define as collaborating with peers on instructional matters or working with instruction experts. Attard (2017) gathered data over a 10-year period using reflective self-study as a professional development tool, these data were analyzed using thematic and reflective analysis.…”

Section: Introductionmentioning

confidence: 99%

Views of Elementary School Science Teachers in Bahrain about Their Reflective Practices

AlMalki¹,

Al-Khalili²

2019

JEHD

View full text Add to dashboard Cite

This study aimed at uncovering the degree of practicing reflection by science teachers at the elementary stage in Bahrain. The qualitative descriptive approach was used. A questionnaire consisting of 27 items were handed to a cluster random sample of 187 elementary school science teachers who teach general science at second cycle of the elementary stage (4 th ,5 th ,6 th grades) in 40 public schools in Kingdom of Bahrain. The results of this study showed that nearly all elementary science teachers in Bahrain irrespective of their gender, experience or qualification practice reflection in their teaching profession of all types that researchers designated. These results were in congruent with what some researchers found. However, Contrary to their findings, gender differences were found in this study. Female were higher than males in the first dimension (Situations of Practicing Reflection), whereas males were higher than females on the other dimensions (Areas of Practicing Reflection, and Ways of Practicing Reflection). Implications of these results were discussed, and further studies were recommended.

show abstract

Teachers’ professional learning experiences and their engagement in reflective practice: a replication study

Cited by 34 publications

References 38 publications

Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations

Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations

Reflections on Resilience. A Teacher’s Professional Learning Journey

Views of Elementary School Science Teachers in Bahrain about Their Reflective Practices

Contact Info

Product

Resources

About