The use of demonstration lessons to support curriculum implementation: invitation or intrusion?

Paor, Cathal de

doi:10.1080/19415257.2014.886284

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…Lesson observation is a key constituent of teacher education programs ( De Paor, 2015 ). Whether it is in the context of an in-service training program, an initial teacher training course, or a collaborative professional development initiative, observation has been commonly used as an important tool for developing teachers’ skills and knowledge ( O’Leary, 2014 ).…”

Section: Lesson Observationmentioning

confidence: 99%

A myth in language teacher learning: Lesson observation

2022

Front. Psychol.

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This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of “question,” which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers’ learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were (1) their perceived purpose of the modeled lessons, (2) their manner of making meaning, (3) their understanding of observer–observed relationship, and (4) their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation.

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Section: Lesson Observationmentioning

confidence: 99%

A myth in language teacher learning: Lesson observation

2022

Front. Psychol.

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“…A form of CPD that is relevant for all countries and relates in some way to each of the first three purposes cited is the kind offered by external support services, established to support curriculum implementation through visits to schools by coaches/advisers/facilitators. This article examines the lessons that can be learned by drawing on an evaluation of such a national program of professional development in Ireland, selected findings of which have been used elsewhere (Paor de 2015(Paor de , 2016. Given that many education systems need to embark upon such CPD provision from time to time, in order to support curriculum reform, the results should be of relevance for contexts across Europe and beyond.…”

Section: Introductionmentioning

confidence: 99%

Collaborative professional development and curriculum implementation: insights from program evaluation

Paor¹

2018

Nowis

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In its recent Communication, the European Commission calls for greater use of collaborative professional development for teachers in member states (European Commission 2017a). Although peer collaboration is gaining ground, it has not yet become the norm across Europe. Undoubtedly, different kinds of continuing professional development (CPD) are more conducive than others for being collaborative. However, if the intention is to develop teacher collaboration in their routine work, then it makes sense that, where appropriate, the CPD provided should also be collaborative. A form of CPD that is relevant for all countries is the kind offered by external coaches visiting schools to support curriculum reform. This article examines the lessons that can be learned from an evaluation of such a national program of CPD in Ireland. While there were various organizational issues that impeded the nature and extent of teacher collaboration in the CPD, it is argued that the external coach played an important role in creating the conditions for collaborative practices among the teachers later on, including peer coaching. This can then support the cultivation of a culture of ‘collaborative professionalism’ in schools, as opposed to simply ‘professional collaboration’ (Hargreaves, O’Connor 2017).

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Impact of teachers’ professional learning on students’ learning of multiplicative thinking

Downton

Giumelli²,

McHugh³

et al. 2022

Math Ed Res J

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The shift from additive to multiplicative thinking is challenging for students. A professional learning program was developed that focused on an identified area of need by teachers, namely multiplicative thinking. Program content focused on concepts underpinning multiplicative thinking, pedagogical approaches, challenging tasks, and application to classroom practice. It was delivered via six 90-min modules in 13 participating schools across terms 2–4, as part of regular after school professional learning. Whilst all staff participated, the research focus was year 3–4 teachers. Students’ historical data were collected across four years (2016–2019) to determine mean growth over time, in participating and non-participating schools. National Assessment Program Literacy and Numeracy (NAPLAN) and Mathematics Assessment Interview (MAI) data were used to determine the impact of the learning, as both assessments are administered annually. Analysis of year 4 students’ longitudinal data showed greater mean growth in student learning over a 2-year period in schools involved in the learning and additional in-class coaching support, than students in non-participating schools. Our findings showed that targeted school-based professional learning, with in-class support from a knowledgeable other, leads to teachers’ improved understanding of multiplicative thinking and subsequent pedagogical content knowledge to support student learning.

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The use of demonstration lessons to support curriculum implementation: invitation or intrusion?

Cited by 4 publications

References 14 publications

A myth in language teacher learning: Lesson observation

A myth in language teacher learning: Lesson observation

Collaborative professional development and curriculum implementation: insights from program evaluation

Impact of teachers’ professional learning on students’ learning of multiplicative thinking

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