scholarly journals Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning

2019 ◽  
Vol 43 (2) ◽  
pp. 258-276 ◽  
Author(s):  
Stéphane Colognesi ◽  
Catherine Van Nieuwenhoven ◽  
Simon Beausaert
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Informal Learning ◽  
Qualified Teachers ◽  
Teachers Professional Development ◽  
Newly Qualified Teachers

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

Creating Ongoing Online Support Communities through Social Networks to Promote Professional Learning

2013 ◽  
pp. 754-772
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Informal Learning ◽  
Professional Learning ◽  
Online Support ◽  
Graduate Courses ◽  
Professional Network ◽  
The Social ◽  
The Impact

Professionals who want to remain competitive in their fields are turning to Web 2.0 to learn the knowledge and skills they need in order to do their work more efficiently and effectively. Through a detailed description of how one instructor transformed his online graduate courses into dynamic, interactive, ongoing online learning communities that extended beyond the classroom, this chapter provides academics and practitioners a model for establishing a professional network that learners can participate in, and replicate in their workplaces for their professional development and informal learning. An overview of the role of social networking in creating professional development and informal learning opportunities for cognitive apprenticeship, knowledge brokering, and ongoing online support communities, as well as the results of a survey conducted on students’ perceptions of the impact of the social networking strategies and tools on their professional development and informal learning in and out of class will also be discussed.

scholarly journals Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

2020 ◽  
Vol 12 (17) ◽  
pp. 7146
Author(s):  
Rocío García-Carrión ◽  
Maria Padrós Cuxart ◽  
Pilar Alvarez ◽  
Ainhoa Flecha
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teacher Induction ◽  
New Teachers ◽  
Single Case ◽  
Community Members ◽  
Qualified Teachers ◽  
Dialogic Approach ◽  
School Model ◽  
Teachers Professional Development

Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.

scholarly journals Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development

2020 ◽  
Vol 26 (3) ◽  
pp. 69-85
Author(s):  
Danijela Blanuša Trošelj ◽  
Karla Franković ◽  
Milena Valenčič Zuljan
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Teacher Development ◽  
Professional Training ◽  
Preschool Teachers ◽  
Research Questions ◽  
The Republic ◽  
Teachers Professional Development ◽  
The Impact ◽  
Children's Activities

Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 145-154
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

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