scholarly journals Transitioning Peer Consulting: a Technology-in-Practice Approach

2021 ◽  
Author(s):  
◽  
Julie Abbott Watson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Social Services ◽  
Developmental Stages ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Situation ◽  
Online Systems ◽  
Theoretical Contribution ◽  
For Profit

<p>The purpose of this study is to examine the application of ICT to enhance the peer consulting activities of groups of professionals. In this study, peer consulting is defined as the sharing of people's experience through action and reflection in the context of actual practice (Eisen, 2001). The research is undertaken within two New Zealand counselling services organisations, one for-profit and one not-for-profit. The primary guiding research question is: "How do NZ social services organisations apply online technologies to enhance the professional development of their staff?" The study is qualitative in nature, and follows the action research methodology. Within one in-depth action research cycle, key participants of each organisation and the researcher collaborate to describe the problem situation, and select and set up pilot online systems. Groups of counselling practitioners then participate in actual online peer consulting sessions, after which the outcomes of the sessions are evaluated and learnings gained. Data gathered through interviews, observations and systems statistics are analysed to derive the first of two major theoretical contributions of this research, the Model of Peer Consulting Transition. This model reflects the experiences of the research participants as they move through the developmental stages of Defining, Structuring, Experimenting, Engaging and Embedding. The second theoretical contribution of this study is the novel application of the Technology-in-Practice framework developed by Orlikowski (2000). This framework is the lens through which the environmental factors that exist within each organisational situation and influence peer consulting transition are explained. The theoretical models developed in this study provide an important contribution to the use of ICT in facilitating professional development. In addition, the participant organisations benefitted directly from being part of the study. The development of an alternative way to engage staff in professional development activities saves time and financial resources, and engaging in actual peer consulting sessions offered participants the opportunity to further develop their respective professional capabilities.</p>

scholarly journals Transitioning Peer Consulting: a Technology-in-Practice Approach

2021 ◽  
Author(s):  
◽  
Julie Abbott Watson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Social Services ◽  
Developmental Stages ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Situation ◽  
Online Systems ◽  
Theoretical Contribution ◽  
For Profit

<p>The purpose of this study is to examine the application of ICT to enhance the peer consulting activities of groups of professionals. In this study, peer consulting is defined as the sharing of people's experience through action and reflection in the context of actual practice (Eisen, 2001). The research is undertaken within two New Zealand counselling services organisations, one for-profit and one not-for-profit. The primary guiding research question is: "How do NZ social services organisations apply online technologies to enhance the professional development of their staff?" The study is qualitative in nature, and follows the action research methodology. Within one in-depth action research cycle, key participants of each organisation and the researcher collaborate to describe the problem situation, and select and set up pilot online systems. Groups of counselling practitioners then participate in actual online peer consulting sessions, after which the outcomes of the sessions are evaluated and learnings gained. Data gathered through interviews, observations and systems statistics are analysed to derive the first of two major theoretical contributions of this research, the Model of Peer Consulting Transition. This model reflects the experiences of the research participants as they move through the developmental stages of Defining, Structuring, Experimenting, Engaging and Embedding. The second theoretical contribution of this study is the novel application of the Technology-in-Practice framework developed by Orlikowski (2000). This framework is the lens through which the environmental factors that exist within each organisational situation and influence peer consulting transition are explained. The theoretical models developed in this study provide an important contribution to the use of ICT in facilitating professional development. In addition, the participant organisations benefitted directly from being part of the study. The development of an alternative way to engage staff in professional development activities saves time and financial resources, and engaging in actual peer consulting sessions offered participants the opportunity to further develop their respective professional capabilities.</p>

Between Two Crises

2021 ◽  
pp. 219-244
Author(s):  
Kathryn G. O'Brien
Keyword(s):  
Action Research ◽  
Professional Identity ◽  
Research Question ◽  
Behavioral Health Care ◽  
Participatory Action ◽  
For Profit ◽  
The Great Recession ◽  
Job Classification ◽  
Development Of Identity ◽  
Critical Participatory Action Research

The purpose of this chapter was to critically examine the reconstruction of professional identity between two crises: The Great Recession of 2008 and the COVID-19 pandemic of 2020. Using a critical participatory action research self-study design, the author deconstructs the transition from for-profit behavioral health care business leadership to adjunct professor. Data sources include U.S. government job classification profiles, syllabi from courses taught, and the university's corresponding student surveys to answer the primary research question: How can teaching action research contribute to the reshaping of professional identity? Data analysis revealed that iterative cycles of reflection and action in teaching action research supported the development of identity as an academic across time. The knowledge, skills, and abilities required for a career in business supported, and also interfered with, career transition. Lastly, the author understood that the problem of practice stemmed from lack of recognition of her own privilege.

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

2019 ◽  
pp. 136216881989381
Author(s):  
Kazuyoshi Sato ◽  
and Nancy Mutoh ◽  
Robert C. Kleinsasser
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Developmental Stages ◽  
Longitudinal Research ◽  
Teaching Experience ◽  
Collaborative Action Research ◽  
Learning Processes ◽  
Dynamic Learning ◽  
Similar Action ◽  
Collaborative Action

This study examined how secondary teachers (junior and senior high school teachers) of English as a foreign language (EFL) in Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on communicative language teaching (CLT) through teacher learning processes. Using a mixed methods design, the study identified three developmental stages regardless of years of teaching experience: (1) Challenging teacher beliefs through TESOL classes and modeling teachers who have done similar action research (AR) through trial and error teaching as they practice communicative activities; (2) Making sense of teaching through adapting and modifying theories of CLT; and (3) Building confidence in teaching by actually seeing students change. These stages overlap and are not mutually exclusive, depending on teacher and teaching context. The study reveals teachers’ dynamic learning processes and professional development.

scholarly journals Development and testing of a m-learning system for the professional development of academics through design-based action research

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Nilgun Ozdamar Keskin ◽  
Abdullah Kuzu
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Question ◽  
Academic Research ◽  
Scientific Research ◽  
Research Process ◽  
Learning System ◽  
Mobile Technologies ◽  
Second Phase ◽  
Professional Development Needs

<p>In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a m-learning system called “Mobile Academic Research Support” (MARS) was designed as a solution to the problem, and the IOS mobile application for this design was developed. In the third phase of the study, the MARS application was regularly tested and evaluated by the academics over eight weeks. At the end of the research process, the results were reflected upon. It was found that the primary and important professional development needs of the academics were at the scientific research level. It was also observed that the m-learning system developed for the professional development of the academics regarding scientific research was appropriate to the overall purpose, accessible, adaptable and appealing; that it served both as a m-learning and as an academic support system; that its content was satisfactory; and that the tools used in the system were useful. In addition, it was observed that the academics were able to use mobile technologies for learning. Also, it was stated that such a system could provide positive contributions to the professional development of academics.  </p>

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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