Building a sustainable structure to support the Adaptive Mentorship model in teacher education

2015 ◽  
Vol 4 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Twyla Salm ◽  
Val Mulholland
Keyword(s):  
Professional Development ◽  
Cooperating Teachers ◽  
Content Type ◽  
Collective Case Study ◽  
Entire Cohort ◽  
Training Strategy ◽  
Study Approach ◽  
Frequency Of Use ◽  
Professional Development Training ◽  
Teacher Professional

Purpose – The purpose of this paper is to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model (Ralph and Walker, 2010a) and explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. Design/methodology/approach – This research design uses a collective case study approach. The researchers are positioned in the study as active agents, not only in the traditional way as administrating a questionnaire but as participant leaders. The questionnaire was designed to collect data on the frequency of use and effectiveness of the AM model. It was sent to cooperating teachers, for two years from two different cohorts (n=141, n=123). Findings – By the end of the second year 84 percent of the cooperating teachers said they “did or mostly did” understand the AM model after the seminar. Less than half of the cooperating teachers (42 percent) recommended that the AM model should be used at seminar. Of the rest, while 21 percent were not in favor of the AM model being used, 37 percent would consider using it at seminar. The findings in this study suggest that for many cooperating teachers the notion of reciprocal development had not yet permeated their consciousness. Originality/value – This study will guide future cooperating teacher professional development sessions to support cooperating teachers as they make the paradigmatic shift from supervisor to mentor. To the knowledge it is the only study that explores the professional development training necessary for implementing the AM model with an entire cohort of interns.

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

scholarly journals Education and Professional Development Training of Methodologists: Based on the Research Materials

2018 ◽  
Vol 67 (5) ◽  
pp. 571-579 ◽  
Author(s):  
Maria I. Akilina
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Professional Training ◽  
Subsequent Development ◽  
Educational Status ◽  
Training Strategy ◽  
Russian State ◽  
Professional Development Training ◽  
The Russian Federation ◽  
State Library

The article is devoted to the results of the research “Personnel of Methodologists of the Central Libraries of the Subjects of the Russian Federation”, conducted by the Center for Research on the Development of Libraries in the Information Society of the Russian State Library in 2017. The article presents the results of one of the aspects of the study related to the problems of education and professional development training of employees of methodical services of the Central Libraries of the Russian Federation. 97,9% employees of the methodical divisions have higher education that demonstrates high educational status of the methodical personnel. At the same time, almost one third of the staff does not have the specialized library training. Non-core education is represented by various disciplines, mainly of humanitarian area. Participants of the research also noted the discrepancy between the education of graduates of library qualification and modern requirements of methodical activities and the great need for continuous professional development training of staff of specialized methodical units. The author studied participation of methodologists in the activities of the professional development system, as well as the topics of these activities. There were almost no training events organized specifically for methodologists, and their participation in the numerous training events was not systematic. The analysis of educational needs of methodologists showed the greatest deficiency of events on legal subjects and organization of methodical activities. The results of the study are important for the subsequent development of the professional training strategy and system of professional development training of the personnel of methodical services.

Families’ engagement in making activities related to aerospace engineering: designing for parents as learning partners in pop-up makerspaces

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heather Toomey Zimmerman ◽  
Katharine Ellen Grills ◽  
Zachary McKinley ◽  
Soo Hyeon Kim
Keyword(s):  
Project Based Learning ◽  
Aerospace Engineering ◽  
Instrument Panel ◽  
Scientific Instrument ◽  
Design Work ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach ◽  
Engineering Designs

Purpose The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities. Design/methodology/approach Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images). Findings Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow. Originality/value Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.

Target Inquiry

2017 ◽  
pp. 383-416
Author(s):  
Tanya Gupta ◽  
Deborah Herrington ◽  
Ellen J. Yezierski
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Science Teachers ◽  
Effective Teacher ◽  
Teacher Experiences ◽  
Study Approach ◽  
Change In Teacher Practice ◽  
Teacher Professional ◽  
The Impact

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

MOOCS for teacher professional development: exploring teachers’ perceptions and achievements

2019 ◽  
Vol 16 (1) ◽  
pp. 74-91 ◽  
Author(s):  
Nikolaos Koukis ◽  
Athanassios Jimoyiannis
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Qualitative Data ◽  
Peer Interaction ◽  
Collaborative Writing ◽  
Active Engagement ◽  
Supportive Evidence ◽  
Design Features ◽  
Content Type ◽  
Teacher Professional

PurposeThis paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.Design/methodology/approachThe design framework of the particular teacher professional development MOOC was determined by the connectivist principles and addressed three main dimensions of teachers’ active participation: a) individual engagement; b) peer interaction and mutual support; and c) collaborative creation of educational scenarios and artefacts. The analysis used a mixed method that combines data from teachers’ active engagement through the MOOC platform records and quantitative and qualitative data from their responses to a post-survey questionnaire.FindingsThe analysis of the research data provided supportive evidence that the design framework was effective towards promoting teachers’ active engagement, peer interaction and support and development of learning design abilities to integrate collaborative writing with GDs in their classrooms. The findings showed that the majority of participants conceptualized this MOOC as an efficient environment to enhance their pedagogical knowledge and classroom practices and to support continuous professional development.Research limitations/implicationsThe findings of this study may be limited by the specific sample and the context of implementation. Future research is expected to critically analyse existing results in combination with qualitative data from detailed interviews of participants in this teacher professional development MOOC.Practical implicationsThe results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom; b) defining concrete learning objectives of the course; c) promoting teachers’ collaborative learning; and d) creating a learning community among peers.Originality/valueThis paper presents a systematic analysis of teachers’ engagement in a teacher professional development MOOC, designed to support collaborative and self-directed learning. The results are expected to be significant and valuable for wider educational contexts, as MOOCs for teacher professional development is a new, ambitious topic for both research and educational policies.

“School banding”

2017 ◽  
Vol 55 (6) ◽  
pp. 686-701 ◽  
Author(s):  
Daphnee Hui Lin Lee ◽  
Chi Shing Chiu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Principal Leadership ◽  
School Context ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
School Based ◽  
Teacher Professional ◽  
School Based Management

Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

Team leaders’ beliefs about teachers’ learning-path strategies

2018 ◽  
Vol 30 (5) ◽  
pp. 351-363 ◽  
Author(s):  
Janne van Bussel ◽  
Sean Justice ◽  
April Bang ◽  
Aquiles Damirón-Alcántara
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Network Theory ◽  
Team Leaders ◽  
Content Type ◽  
Learning Path ◽  
Teacher Professional ◽  
Research Questions ◽  
Teachers Professional Development ◽  
Specific Learning

Purpose This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies. Design/methodology/approach Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school in the Netherlands. Research questions ask to what extent teachers learning path strategies align with the learning path strategies that their team leaders think they should use, and about the influence team leaders have on teachers’ professional development. Findings Findings suggest that teachers and team leaders’ beliefs about learning path strategies differ greatly, and that team leaders have limited influence on the learning path strategies that teachers adopt. On the other hand, team leaders appear able to create conditions in which teachers can pursue professional learning because they do have influence on learning facilities. Originality/value These findings add to the scarce empirical evidence regarding LNT, learning path strategies and team leaders beliefs about teachers professional development. They also imply practical changes for team leaders who want to influence teacher professional development.

scholarly journals Generating change from below: what role for leadership from above?

2017 ◽  
Vol 55 (6) ◽  
pp. 657-670 ◽  
Author(s):  
Fiona King ◽  
Howard Stevenson
Keyword(s):  
Professional Development ◽  
Distributed Leadership ◽  
Organisational Change ◽  
Theory And Practice ◽  
Content Type ◽  
General Acceptance ◽  
Study Approach ◽  
Sustained Change ◽  
The Republic

Purpose In recent years the benefits of distributed leadership have often assumed the status of an unchallengeable orthodoxy. There is a general acceptance that leadership is best when it is dispersed. In reality this is often little more than a form of “licensed leadership” in which those working in subordinate roles can only exercise their leadership in tightly prescribed contexts. The purpose of this paper is to investigate the contribution of teacher professional development to promoting a more optimistic vision of teacher leadership and, ultimately, organisational change. It explores the role of leadership “from above” in supporting classroom teachers to engage with and sustain change. Design/methodology/approach The study, which was situated in the Republic of Ireland, employed a case study approach with 20 participants in five urban disadvantaged schools. Findings The paper seeks to demonstrate how a professional development initiative was used to promote significant and sustained change in four of the five case study schools. Research limitations/implications It argues that in order to understand sustained change in schools it is necessary to better understand the complex ways in which leadership from above can generate change agency from below. Originality/value This paper offers a critical perspective in relation to mainstream distributed leadership theory and practice.

scholarly journals Digital tools to support teacher professional development in lesson studies: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Hrastinski
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Digital Tools ◽  
Journal Articles ◽  
Content Type ◽  
Teacher Professional ◽  
Support Teacher ◽  
Practical Implications

PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.

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