Unraveling the Complexity of Student Teachers’ Learning in and From the Workplace

Leeferink, H.; Koopman, M Maaike; Beijaard, Douwe; Ketelaar, Evelien

doi:10.1177/0022487115592163

Cited by 30 publications

(27 citation statements)

References 31 publications

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“…Another suggestion for deepening research on PTPD would be to develop new methods and methodologies which support the development of theory. For example, Leeferink et al (2015) used a narrative analysis to explore the learning processes of student teachers in their field experiences. Their analysis was an in-depth exploration of student teachers' learning processes by which they revealed a variety of factors influencing this process.…”

Section: Discussionmentioning

confidence: 99%

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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Section: Discussionmentioning

confidence: 99%

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

Thurlings

Brok

2017

Educational Review

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“…PLC 2 and 4 were selected. The observational schemes were used for constructing a narrative for PLC 2 and 4, which involved producing stories (Leeferink et al 2015). The aim was to construct a configuration of the data for each PLC into a temporally organised narrative that was sensitive to the context of the PLC (McCormack 2004).…”

Section: Discussionmentioning

confidence: 99%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.

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“…Mike, for example, repeatedly realised that he took his professional standards as a cook as starting point in guiding students. This might indicate the strong influence of outside-school contexts on student teachers' workplace learning (Leeferink et al, 2015), but also a stagnation in this learning.…”

Section: Workplace Learning With Regards To the Themesmentioning

confidence: 99%

“…In our research, workplace learning is understood as a complex process in which student teachers both experience the practise of teaching and give meaning to their practical experiences (Leeferink, Koopman, Beijaard, & Ketelaar, 2015;Webster-Wright, 2009). This learning may be a continuous process in which student teachers integrate practical experiences and previous experiences relatively easily into their personal conceptual framework (Olsen, 2008).…”

Section: Introductionmentioning

confidence: 99%

Overarching professional identity themes in student teacher workplace learning

Leeferink

Koopman

Beijaard

et al. 2018

Teachers and Teaching

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This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers' professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher.

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Unraveling the Complexity of Student Teachers’ Learning in and From the Workplace

Cited by 30 publications

References 31 publications

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

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

Elements affecting the development of professional learning communities in schools

Overarching professional identity themes in student teacher workplace learning

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