Education, collaboration and pedagogical phronesis: essential dimensions in professional learning and development

2021 ◽  
pp. 1-16
Author(s):  
Bjørn Ribers ◽  
Gitte Miller Balslev ◽  
Christine Revsbech Jensen
Keyword(s):  
Professional Learning ◽  
Learning And Development

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals Public health platforms: an emerging informatics approach to health professional learning and development

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Kathleen Gray
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Systems ◽  
Professional Learning ◽  
Health Informatics ◽  
Large Scale ◽  
Learning Activities ◽  
Learning And Development ◽  
Use Of Data ◽  
Design Of Learning Environments

Health informatics has a major role to play in optimising the management and use of data, information and knowledge in health systems. As health systems undergo digital transformation, it is important to consider informatics approaches not only to curriculum content but also to the design of learning environments and learning activities for health professional learning and development. An example of such an informatics approach is the use of large-scale, integrated public health platforms on the Internet as part of health professional learning and development. This article describes selected examples of such platforms, with a focus on how they may influence the direction of health professional learning and development.

Communities of Practice

2016 ◽  
Author(s):  
Nicola Andrew
Keyword(s):  
Professional Learning ◽  
Social Engagement ◽  
Professional Community ◽  
Integrated Approach ◽  
Original Description ◽  
Theory And Practice ◽  
Practice Environment ◽  
Learning And Development ◽  
Forthcoming Article ◽  
Approach To Learning

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Communication. Please check back later for the full article. A Community of Practice (CoP) is an approach to professional learning and development based on collaboration among peers. In a CoP, individuals come together virtually or physically and coalesce around a common purpose. CoPs are defined by knowledge rather than task and provide a safe space for novices and experienced practitioners to collaborate, construct, and embed sustainable outputs that impact on both theory and practice development. CoPs provide a framework for constructing authentic and collaborative learning. Jeanne Lave and Etienne Wenger are credited with the original description of a CoP as an approach to learning that encompasses elements of identity, situation, and active participation. CoPs blend a constructivist view of learning, where meaningful experience is set in the context of “self” and the relationship of “self” with the wider professional community. The result is an integrated approach to learning and development achieved through a combination of social engagement and collaborative working in an authentic practice environment. In health and education, CoPs blend theory and practice to create a portal for practitioners to generate, shape, test, and evaluate new ideas and innovations. CoPs learn through the act of social participation; active group learning, and collaboration in an authentic practice environment. Membership of a CoP supports the development of professional identity within a wider vocational sphere.

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