Teachers’ Work Groups as Professional Development: what do the teachers learn?

Estebaranz, Araceli; Mingorance, Pilar; García, Carlos Marcelo

doi:10.1080/1354060990050202

Cited by 8 publications

(12 citation statements)

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“…The findings imply that observing the strengths and weaknesses of others and reflecting on them via writing and reading allow the students to be aware of their own practices, avoid possible mistakes, and, thus, develop a set of strategies to implant positive classroom changes or practices. Such learning by observation, as Estebaranz, Mingorance and Marcelo (2000) have noted, would enable students to "generate and regulate patterns of behavior, and thus has a great effect in the practice of teaching" (p. 135). For reflective practice to have any meaningful impact on the students, it must occur in a learning community and not be carried out as an individual endeavor.…”

Section: Discussionmentioning

confidence: 99%

English Language Teachers Reflecting on Reflections: A Malaysian Experience

Kabilan

2007

TESOL Quarterly

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Key characteristics of an efficient and effective English language teacher are fundamental pedagogical knowledge and understanding, awareness of meaningful classroom practices, linguistic capabilities, and positive attitudes and skills. Nurturing these traits among preservice teachers is difficult, especially when preservice teachers are working in a nonnative English language learning and teaching environment and when they have insufficient pedagogical and linguistic knowledge. One way of overcoming these difficulties is by facilitating activities that enable these future teachers to develop a critical and reflective awareness of their classroom practices. This article reports the practice of reflecting on reflections by future English language teachers in the Malaysian context. In the first phase, they (a) self‐examine their practices (by writing their own reflections and reading others' critiques of their practices) and (b) examine others' practices (by critiquing others' practices and providing suggestions). These activities have inspired among future teachers an awareness of their own development and of current professional knowledge. Also, participants were able to identify the changes they need to make to become more effective teachers. In the next phase, reflecting on their reflections, the teachers were able to internalize pedagogical knowledge and practices that were useful to them.

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Section: Discussionmentioning

confidence: 99%

English Language Teachers Reflecting on Reflections: A Malaysian Experience

Kabilan

2007

TESOL Quarterly

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“…Lee and Baek 2012). One study (Estebaranz, Mingorance, and Marcelo 2010) was completely unclear on what theory it was based, and in several studies the theory was not explicitly stated.…”

Section: Meta-theorymentioning

confidence: 99%

“…For example, student teachers reported to have gained self-esteem for teaching (Shin, Wilkins, and Ainsworth 2007) and in-service teachers reported to have gained new ideas for teaching (Zwart et al 2008). Examples of changes in the domain of practice were changes in using interactive whiteboards (Vincent and Jones 2008), the application of new teaching strategies (Rock and Wilson 2005) and adaptations of lessons to meet the needs of students (Estebaranz, Mingorance, and Marcelo 2010). Four studies revealed outcomes for the domain of consequence.…”

Section: Meta-data Analysismentioning

confidence: 99%

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Learning outcomes of teacher professional development activities: a meta-study

Thurlings

Brok

2017

Educational Review

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Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a metastudy approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.Teacher professional development (TPD) is considered to be an important approach for the improvement of quality of education (Borko and Putnam 1995;Coe et al. 2014;Desimone 2009;Hattie 2009). Many studies have explored what characteristics make TPD effective and concluded that TPD should focus on developing subject matter knowledge as well as pedagogical content knowledge, hold active and inquiry-based activities, span over a larger time period, and that teachers should work together with their colleagues (Desimone 2009;Putnam and Borko 2000;Van Veen, Zwart, and Meirink 2012). Examples of TPD wherein teachers learn with their colleagues are peer coaching (Ackland 1991) and communities of practice (Lave and Wenger 1991;Wenger 1998). In this article, we call such activities peer teacher professional development (PTPD) activities, and we will report on a review study that focussed on the learning outcomes of (student) teachers as a result of participating in such activities.In this review study, a variety of PTPD activities are combined into a comprehensive overview. On a conceptual level and based on different functions of the activities (e.g. Little 1990) and group size, we distinguish three different types of PTPD activities: (a) coaching, wherein individuals support another individual, reciprocal or non-reciprocal, in achieving individual goals (e.g. peer coaching, peer feedback); (b) collaborating, wherein larger groups this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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“…However, despite the fact that groups have long been recognized as critical to the production and efficiency of work organizations (Guzzo, 1996), only a few studies have appeared in the literature concerning the investigation of school work groups. Extant studies of school work groups emphasize the role of principals in the growth and development of groups, the connection between group development and school organizational development, and teacher learning in collegial groups (e.g., Estebaranz, Mingorance, & Marcelo, 1999;Short, 1994;Wheelan & Conway, 1991). To date, few empirical studies have systematically examined how teacher leaders enact leadership roles in group structures, tasks, and processes.…”

mentioning

confidence: 99%

A case study of teacher leaders as group leaders: Implications for research and teacher education

2007

The Teacher Educator

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Teachers’ Work Groups as Professional Development: what do the teachers learn?

Cited by 8 publications

References 1 publication

English Language Teachers Reflecting on Reflections: A Malaysian Experience

English Language Teachers Reflecting on Reflections: A Malaysian Experience

Learning outcomes of teacher professional development activities: a meta-study

A case study of teacher leaders as group leaders: Implications for research and teacher education

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