scholarly journals Professional learning and development initiatives for postdoctoral scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 35-55 ◽  
Author(s):  
Lorelli Nowell ◽  
Glory Ovie ◽  
Natasha Kenny ◽  
K. Alix Hayden ◽  
Michele Jacobsen
Keyword(s):  
Professional Learning ◽  
Academic Writing ◽  
Time Management ◽  
Teaching And Learning ◽  
Career Planning ◽  
Learning And Development ◽  
Content Type ◽  
Skill Sets ◽  
Planning Project ◽  
Development Initiatives

Purpose Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.

scholarly journals Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

2018 ◽  
Vol 2018 ◽  
pp. 1-16 ◽  
Author(s):  
Lorelli Nowell ◽  
Glory Ovie ◽  
Carol Berenson ◽  
Natasha Kenny ◽  
K. Alix Hayden
Keyword(s):  
Systematic Review ◽  
Professional Learning ◽  
Career Paths ◽  
Academic Careers ◽  
Review Of The Literature ◽  
Inclusion Criteria ◽  
Learning And Development ◽  
Skill Sets ◽  
Rigorous Approach ◽  
Development Initiatives

Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.

The influence of risk and uncertainty on teachers’ responses to professional learning and development

2017 ◽  
Vol 2 (2) ◽  
pp. 86-100 ◽  
Author(s):  
Kaye Twyford ◽  
Deidre Le Fevre ◽  
Helen Timperley
Keyword(s):  
Risk Perception ◽  
Professional Learning ◽  
Perceived Risk ◽  
Process Model ◽  
Qualitative Interviews ◽  
Learning Context ◽  
Learning And Development ◽  
Content Type ◽  
Teachers Perceptions ◽  
Perceptions Of Risk

Purpose The purpose of this paper is to explore how perceptions of risk influenced teachers’ sensemaking and actions during a professional learning and development (PLD) initiative where teachers were expected to change their practices. Design/methodology/approach A risk perception lens, focussed on uncertainty, was used to capture the on-going experiences of teachers as they participated in PLD. The PLD, delivered by one organisation, focussed on developing teacher use and understanding of formative assessment practices. Data for this three-school qualitative exploratory case study of teachers’ perceptions of risk primarily utilised qualitative interviews. Findings Findings identified that teachers perceived risk and experienced feelings of vulnerability as a result of their on-going assessment and evaluation of the uncertainty in the professional learning context. The perceived risk informed teachers’ responses and actions, ultimately impacting on teachers’ learning. Practical implications The risk perception process model developed from the findings and conceptual framework provides a tool for educators to navigate and reduce perceived risk and enhance learning in change. Originality/value This research advances the conceptualisation of perceived risk in PLD. It challenges the current concept of teachers’ resistance and instead considers the role of their perceptions of risk, broadening the understanding of responses to educational change.

scholarly journals Skill-based ESP Classroom: Teaching for Preserving and Enhancing Oman’s Comparative Advantages in an Era of Economic and Digital Transformation

2021 ◽  
Author(s):  
Peter Heckadon ◽  
Victoria Tuzlukova
Keyword(s):  
Time Management ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Oral Communication ◽  
Digital Transformation ◽  
English For Specific Purposes ◽  
Skill Sets ◽  
Transferable Skill ◽  
Business Course ◽  
Student Skill

English for Specific Purposes oriented inquiry spans different territories and domains (Basturkmen, 2013). Firmly established in the English for Specific Purposes teaching and learning practice developed in Oman’s tertiary education, this paper explores a skill-based teaching approach ascribable to its far-reaching partnership with Oman 2040 vision initiative, and 21st-century educational thinking and planning for the future. In particular, while debating current issues related to economic and digital transformation, it aims at examining student skill development in the context of an English for Specific Purposes classroom using Omani tertiary education students’ self-perceived responses. Students responded to a survey that investigated perceptions of transferable skill importance, self-efficacy, and opportunities for improvement. The results reveal that adaptability/flexibility, time management, oral communication, critical thinking, and problem-solving are the most essential student perceived transferrable skills concerning their future employability and professional success; however, the perceived opportunities to use and improve these skills as well as satisfaction with the ability to use them in the course vary, and, therefore, should be addressed when considering further development of the English for Business course curriculum and its delivery. As an outcome of this study, English for Specific Purposes program providers and educators will have a better understanding of the students’ skill-sets and provide their students with the tools and strategies they need to learn and thrive in English for Specific Purposes courses effectively.

scholarly journals Skill-based ESP Classroom: Teaching for Preserving and Enhancing Oman’s Comparative Advantages in an Era of Economic and Digital Transformation

2021 ◽  
pp. 36-48
Author(s):  
Peter Heckadon ◽  
Victoria Tuzlukova
Keyword(s):  
Time Management ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Oral Communication ◽  
Digital Transformation ◽  
English For Specific Purposes ◽  
Skill Sets ◽  
Transferable Skill ◽  
Business Course ◽  
Student Skill

English for Specific Purposes oriented inquiry spans different territories and domains (Basturkmen, 2013). Firmly established in the English for Specific Purposes teaching and learning practice developed in Oman’s tertiary education, this paper explores a skill-based teaching approach ascribable to its far-reaching partnership with Oman 2040 vision initiative, and 21st-century educational thinking and planning for the future. In particular, while debating current issues related to economic and digital transformation, it aims at examining student skill development in the context of an English for Specific Purposes classroom using Omani tertiary education students’ self-perceived responses. Students responded to a survey that investigated perceptions of transferable skill importance, self-efficacy, and opportunities for improvement. The results reveal that adaptability/flexibility, time management, oral communication, critical thinking, and problem-solving are the most essential student perceived transferrable skills concerning their future employability and professional success; however, the perceived opportunities to use and improve these skills as well as satisfaction with the ability to use them in the course vary, and, therefore, should be addressed when considering further development of the English for Business course curriculum and its delivery. As an outcome of this study, English for Specific Purposes program providers and educators will have a better understanding of the students’ skill-sets and provide their students with the tools and strategies they need to learn and thrive in English for Specific Purposes courses effectively.

Using critical discourse analysis to reflect on collaborative professional learning

2020 ◽  
Vol 9 (2) ◽  
pp. 153-167
Author(s):  
Carolyn S. Hunt ◽  
Deborah MacPhee
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Literacy Coaching ◽  
Reading Program ◽  
Critical Discourse ◽  
Data Sources ◽  
Literacy Coaches ◽  
Content Type

PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Collaborative engagement experience-based learning: a teaching framework for business education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shelly L. Freyn ◽  
Mina Sedaghatjou ◽  
Sheree Rodney
Keyword(s):  
Undergraduate Students ◽  
Business Education ◽  
Teaching And Learning ◽  
Business Students ◽  
Learning Experience ◽  
Content Type ◽  
Skill Sets ◽  
Experience Based Learning ◽  
Viable Solution ◽  
Collaborative Engagement

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

Dilemmas in sustainability

2014 ◽  
Vol 33 (6) ◽  
pp. 594-602 ◽  
Author(s):  
Isabel Canto de Loura
Keyword(s):  
Experiential Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Learning Experience ◽  
Potential Contribution ◽  
Student Body ◽  
Cultural Perceptions ◽  
Content Type ◽  
Management Students

Purpose – The purpose of this paper is to contextualize the potential contribution that experiential learning and a learner-centred pedagogical approach may have when aiming to embed sustainability-focused and corporate social responsibility issues in businesses throughout the core curriculum targetted at international cohorts of undergraduate management students. Design/methodology/approach – A new conceptual framework for experiential learning that draws on both scholarly and experimental learning. Using learner-centred learning, the approach aims to engage each student to act both as a learner and a mentor, thus empowering them into enhancing their own and the overall class’ learning experience. Findings – Applying the diversity of students’ individual cultural mindsets to analyse and critically evaluate some of the current most pressing organizational and national/international dilemmas in sustainability. The preliminary outcomes seem to indicate that this approach enriches the students’ learning experience and motivates them to become reflective practitioners and sustainability-focused leaders in their future organizational roles. Research limitations/implications – A framework for an empirical mapping of this important area of teaching and learning (T & L) aimed at a highly international body of undergraduate management students. This is currently under-represented in academic writing and practice, as most of the comparable situations so far mainly address post-graduate cases and do not reflect on the international diversity of the student body. Practical implications – This research reflects on the importance of embedding diverse views on the same issues based on different cultural and socio-economic perspectives, and therefore it brings value to the students’ experience in view of enhancing their global and international human relations awareness and negotiation skills in view of more meaningful sustainability-focused plans and actions. Social implications – Students become aware of differences in needs, resources, cultural perceptions, business standards, practices and policies in place in different countries, and they will be committed to embedding sustainability issues in their future life as business practitioners and will be able to ensure the most appropriate business responses to a planet and humanity under pressure. Originality/value – A rather innovative T & L approach to embed sustainability issues in undergraduate management students training in a highly international context. This is currently under-represented in academic writing and practice, in spite of the numerous programmes that nowadays bring students from all over the world to study together at higher education/university undergraduate level.

scholarly journals Problematising practice, learning and change: practice-theory perspectives on professional learning

2014 ◽  
Vol 26 (6/7) ◽  
pp. 418-431 ◽  
Author(s):  
Ann Reich ◽  
Paul Hager
Keyword(s):  
Empirical Research ◽  
Professional Learning ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Practice Theory ◽  
Conceptions Of Learning ◽  
Content Type ◽  
Practice Teaching ◽  
Learning And Change

Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning. Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread. Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change. Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.

Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos

2018 ◽  
Vol 7 (2) ◽  
pp. 150-162 ◽  
Author(s):  
Sommay Shingphachanh
Keyword(s):  
Teacher Development ◽  
Development Strategy ◽  
Time Management ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Content Type ◽  
School Based ◽  
Study Implementation ◽  
Empowering Teachers

PurposeLesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation.Design/methodology/approachThis research reports on lesson study implementation in a Lao TTC during 2015-2017. Data were collected from 11 classroom observations, lesson study reports, lesson study guidelines, and 70 open-ended questionnaires.FindingsData analysis revealed the initial experience of teachers in the suburb schools in applying lesson study to enhance teaching and students’ learning outcomes, and their concerns regarding lesson study procedure including time management, the format of the lesson study report, and collaboration with lesson study facilitators. The importance of lesson study experts to facilitate the teachers’ lesson study became clear. In addition, school principals and administrators have an important role in empowering teachers to engage confidently with lesson study.Originality/valueThis study is the first trial project of school-based training for in-service teachers in a TTC and partner primary schools. The aim of the project is to strengthen and promote collaborative learning. To progress lesson study, it is very important to be sensitive to the teachers’ issues in the early stages of the introduction of lesson study.

scholarly journals External mentoring for new teachers: mentor learning for a change agenda

2017 ◽  
Vol 6 (3) ◽  
pp. 178-195 ◽  
Author(s):  
Caroline Daly ◽  
Emmajane Milton
Keyword(s):  
School Improvement ◽  
Professional Learning ◽  
New Teachers ◽  
Early Career ◽  
First Year ◽  
Early Career Teachers ◽  
Learning And Development ◽  
High Stakes ◽  
Content Type ◽  
Career Teachers

Purpose The purpose of this paper is to report on a qualitative study of the learning and development of 70 external mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach The study adopted a narrative methodology that elicited accounts of external mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: first, the manifest themes that appeared at declarative level, and second, the latent (sub-textual) themes of external mentor learning and development. Findings Four key themes emerged that indicate the complexity of transition to the role of external mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalisability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value The study addresses the under-researched area of the learning and development of external mentors at a national scale.

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