The role of professional obligations in working to change one's teaching practices

Webel, Corey; Platt, Douglas

doi:10.1016/j.tate.2015.01.007

Cited by 30 publications

(31 citation statements)

References 55 publications

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“…This is aligned with the literature suggesting teachers hold multiple belief sets that, at times, conflict with each other (Bryan, ; Crawford, ; Davis, Petish, & Smithey, ; Haney & McArthur, ; Jones & Leagon, ; Wallace & Kang, ; Webel & Platt, ). We extend this notion by suggesting the multitude of representations, including beliefs, may exist at varying levels, including at levels above the individual level (i.e., department‐level representations or school‐level representations).…”

Section: Discussionsupporting

confidence: 85%

Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

Hutner¹,

Markman

2015

Sci. Ed.

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Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research.

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Section: Discussionsupporting

confidence: 85%

Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

Hutner¹,

Markman

2015

Sci. Ed.

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“…Universities need to exercise new teaching strategies, including ones that are problem-based, are active and interactive, ones that require collaboration, ones requiring experimentation, and simulation-based ones that reinforce real world application of relevant knowledge, skills, and learner competences [101,102]. University teaching communities are morally and formally obligated to acquire advanced subject knowledge and to improve their teaching skills and the competences needed to make the learning process effective [12,103]. On other hand, the university administration is responsible for establishing a supportive culture and necessary resources [104].…”

Section: Teaching Qualitymentioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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“…As teachers themselves, they are able to empathise with their colleagues about the immense pressures on their profession, which as Jenny states, are ridiculous . Class teachers are currently stretched with ‘professional obligation’ (Webel and Platt, :205) to meet curriculum and standards requirements. Some teachers are really struggling to support the needs of their whole class because they’ve got one or two key individuals in their class that they are devoting a lot of their time to, Sarah reports; and yet they are expected to get results and often resort to having to prioritise most of their pupils in their classroom rather than all.…”

Section: Mindset: Teachersmentioning

confidence: 99%

A Tale of Three SENCOS, post 2015 Reforms

Whalley¹

2018

Support for Learning

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This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research.

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The role of professional obligations in working to change one's teaching practices

Cited by 30 publications

References 55 publications

Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

Imperatives of Sustainable University Excellence: A Conceptual Framework

A Tale of Three SENCOS, post 2015 Reforms

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