scholarly journals Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 83-95
Author(s):  
Elia Gindin ◽  
Meaghan Van Steenbergen ◽  
Douglas L. Gleddie

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.

Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.


2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.


2002 ◽  
Vol 18 (8) ◽  
pp. 947-967 ◽  
Author(s):  
David Clarke ◽  
Hilary Hollingsworth

Author(s):  
Victor Oliynuk ◽  
Iryna Androshchuk

The article examines the possible forms of self-management of the teacher professional growth of the management departments in the universities of the Republic of Poland. The following forms of enhancement of the teacher professional level are analyzed as courses, studies, trainings and portfolio. Distance and open education are characterized as alternative forms of self-management of the teacher professional growth in Polish universities. It was established that teachers of management departments use information systems LMS, LCMS; digital platforms Moodle, ELIAS and USOS in the system of higher education of the Republic of Poland. The types of e-learning are described, its possibilities and influence on the teacher professional growth are characterized within the management departments in the Polish universities. The questionnaires and interviews data are analysed for teachers of management departments in the universities of the Republic of Poland, in which the ways and forms are indicated for self-management of professional growth preferred by the teachers of the management departments of Polish universities. The role of digital technologies is analysed as an integral part in self-management of teacher professional growth in the modern conditions of globalization and European integration of Polish society.


Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>


2018 ◽  
Vol 3 (1) ◽  
pp. 6-18
Author(s):  
Pete Goldschmidt ◽  
Alia Congdon Congdon

We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school imply that both feedback and growth goals can be impacted by better guidance.


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