How and what teachers learn from collaborative professional development

2017 ◽  
Vol 6 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Keith Wood ◽  
Halida Jaidin ◽  
Rosmawijah Jawawi ◽  
J.S.H.Q. Perera ◽  
Sallimah Salleh ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
Educational Outcome ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
The Face ◽  
Teachers Professional Development ◽  
Dimensions Of Variation

Purpose The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups supported by a facilitator, using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn, and using a variation theory of learning to explain how they learn. Design/methodology/approach The groups engaged in cycles of lesson study action research to improve the learning outcomes of their students. The authors intended to engage the teachers in an exploration of their own and their students’ experiences to understand the relationship between the enactment of the research lesson(s) and the educational outcome. The authors collected over 157 hours of video recorded teachers’ meetings involving 15 groups, 47 hours of follow-up interviews and 97 hours of lessons. In this paper the authors report on the progress of one of those groups. The authors analysed the transcripts to see what, if any, dimensions of variation were opened in discussion, affording the opportunity for learning. The authors sought the simultaneous juxtaposition, the bringing together, of threads that have entered the discussion that have the potential to open dimensions of variation – to add critical features to the “what” and “how” dimensions of teaching. Findings The authors identified necessary conditions for teacher learning through collaborative subject-based professional development groups. Any member of the group might bring this about. The facilitator or coach might be expected to perform this role in the group, and to sustain the group’s attention on the critical features of the object of learning. Practical implications The paper provides valuable insights into strategies to change teacher perspectives from a transmission oriented to a construction oriented view of teaching in the face of new and challenging curriculum demands. Originality/value In the work reported here the authors have used variation theory to design lesson study. This is rather different from a learning study where the teachers engaged in the study use variation theory to design their research lesson(s). It is a learning study of teachers’ professional development.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

You can only see what you have chosen to see

2016 ◽  
Vol 5 (3) ◽  
pp. 170-179 ◽  
Author(s):  
Mun Ling Lo
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Current Issue ◽  
Single Case ◽  
Variation Theory ◽  
Learning Study ◽  
Inherent Limitation ◽  
Content Type ◽  
Research On Teaching

Purpose – The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach – The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings – Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value – The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.

Lesson Study in Kazakhstan: case study of benefits and barriers for teachers

2018 ◽  
Vol 7 (4) ◽  
pp. 250-262 ◽  
Author(s):  
Olga Khokhotva
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Lesson Study ◽  
Positive Impact ◽  
Complex Data ◽  
Policy Makers ◽  
Content Type ◽  
Starting Point ◽  
Teachers Professional Development

Purpose Shaped as an exploratory pilot case study, the purpose of this paper is threefold: to describe a case of how Lesson Study (LS) is implemented at a school in Kazakhstan; to identify if and in which ways teachers benefit from participating in LS and what barriers they encounter; and to discuss the possible implications for practice. Mainly, this research endeavors to produce knowledge that might serve as a base for further large-scale studies and interventions as well as inform policy makers and LS program developers and executors of the teachers’ perspective on the quality of assistance they require and, thus, stimulate reflection on the possible ways to overcome existing barriers. Design/methodology/approach This research adopts qualitative paradigm and utilizes a pilot exploratory case study framework (Gillham, 2000). The data were analyzed by means of what Thomas (2003) refers to as “general inductive approach” which “is intended to aid an understanding of meaning in complex data through the development of summary themes or categories from the raw data, i.e. data reduction” (p. 2). The data were analyzed as text and reduced by means of inductive coding. The text was read rigorously and systematically in order to identify emerging themes based on the recurrence of patterns (Thomas, 2003, p. 3). Findings LS is a growing phenomenon in Kazakhstan which, if systemically supported and organized properly based on the shared understanding, has a great potential to make a positive impact on teachers’ learning, knowledge sharing and collegiality as well as to become a powerful tool to help teachers overcome collaboratively the pressure of the nationwide reforms. It has profound potential to change teachers’ values and beliefs about the effective pedagogies applicable to students’ learning and developing skills, required in the twenty-first century. Research limitations/implications The research is limited by the chosen methodology since there is a wide criticism in the literature related to inability of single case studies to provide generalizable data (Yin, 1994 in Woodside, 2010, p. 249). Another limitation, as the literature puts it forward, is that case studies are biased by researcher’s perspective and tend to report what the researcher “wants to find” (Gillham, 2000, p.28 ); thus, in its core, case study is subjective. However, Gillham (2000) proposes how these problems could be addressed by means of what he calls following the principals of “researcher of integrity” who is “constantly challenging and scrutinizing” himself and “detached honesty,” which implies acknowledging your own place in the scheme of things and striving to “decentre from yourself” (p. 28). Thus, the researcher tried her best to comply with the mentioned above principals. Practical implications The findings within this research could be used by researchers as a starting point for in-depth studies, the case studies of Lesson Studies practices in specific schools or regions of Kazakhstan as well as by the policy makers and school leaders as a thought-provoking source on how to effectively structure teachers’ professional development in schools. Originality/value This paper is the first academic source to shed light on LS as a means to in-school teachers’ professional development in the context of Kazakhstan.

scholarly journals Reflection and the object of learning

2016 ◽  
Vol 5 (1) ◽  
pp. 60-75 ◽  
Author(s):  
Constanta Olteanu
Keyword(s):  
Work Practice ◽  
Variation Theory ◽  
Content Type ◽  
Teachers Perceptions ◽  
Reflection Process ◽  
Action Analysis ◽  
Teachers Professional Development ◽  
Dimensions Of Variation ◽  
Critical Aspects

Purpose – The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process. Design/methodology/approach – The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD. Findings – The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way. Practical implications – The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects. Social implications – The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process. Originality/value – A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

Enhancing teachers' relational competence: a teacher lesson study

2020 ◽  
Vol 9 (3) ◽  
pp. 203-219 ◽  
Author(s):  
Linda Plantin Ewe
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Methodological Approach ◽  
Collaborative Group ◽  
Post Intervention ◽  
Content Type ◽  
Relational Competence ◽  
Teacher Student ◽  
Teachers Professional Development ◽  
Relational Framework

PurposeThe purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.Design/methodology/approachParticipants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.FindingsThe majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.Research limitations/implicationsThe lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.Practical implicationsThe research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.Originality/valueThe study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

scholarly journals Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Niclas Åhman ◽  
Gunilla Gunnarsson ◽  
Inger Edfors
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Experienced Teachers ◽  
Variation Theory ◽  
Learning Study ◽  
Interconnected Model ◽  
Teachers Professional Development ◽  
In The Beginning

Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”. In English: The aim of this study is to explore science teachers’ professional development when they perform a Learning Study (LS), using the tool Content Representations (CoRe). The empirical data consists of six experienced teachers’ audio recorded discussions during eight meetings when they plan and analyse two lectures in chemistry for year 6 (age 12-13 years), and three written CoRe. In the beginning of the study, the teachers talk about teaching and learning mainly as transformation of facts. However, when they plan the first lecture, they discuss how to stimulate students’ discussions and reflections. The teachers planned both lectures according to variation theory. However, only the second lecture is also implemented according to their plan, with a focus on the object of learning. The results show that the combination of CoRe and LS stimulate also experienced teachers’ professional development, through growth networks according to the model "interconnected model of professional growth" (Clarke and Hollingsworth, 2002).

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

Contemporary trends in professional development of teachers: importance of recognising the context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Nawab ◽  
Kerry Bissaker ◽  
Al Karim Datoo
Keyword(s):  
Professional Development ◽  
Reform Initiatives ◽  
Content Type ◽  
Resource Information ◽  
Time Period ◽  
Uniform Model ◽  
Teachers Professional Development ◽  
Major Argument ◽  
Education Resource ◽  
Quality Professional Development

PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

Cultivating Communities of Inclusive Practice

2017 ◽  
pp. 120-153
Author(s):  
Christina M. Curran ◽  
Becky Wilson Hawbaker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Lesson Study ◽  
Linguistically Diverse ◽  
Study Groups ◽  
Evidence Base ◽  
Educational Outcome ◽  
Inclusive Practice ◽  
Learning And Change

Significant disparities in educational outcome, opportunity, and achievement endure for students with disabilities and those from culturally and linguistically diverse groups. A need for effective, responsive, and inclusive practices in schools is imperative. Educators are at the heart of providing the challenging, responsive education that each child and adolescent deserves. Professional development is the lever of change, but can or help or hinder educators in improving instructional and school practices that result in improved outcomes for all students. This chapter examines the evidence base surrounding professional development and inclusive practice. Four approaches to professional development supporting more transformative professional learning and change are featured: inquiry groups (teacher study groups and lesson study); coaching, Professional Learning Communities; and Professional Development Schools. Snapshots to practice are included with each approach to provide integrated descriptive examples of varied inclusive professional development practices.

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