scholarly journals Werk maken van moreel werk van leraren door reflectie en dialoog : Een exploratieve case studie naar de betekenis die leraren geven aan dagelijkse praktijk ervaringen met leerlingen

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 45-72
Author(s):  
Helma de Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline van Swet ◽  
Wiel Veugelers
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Critical Reflection ◽  
Educational Practice ◽  
Daily Practice ◽  
Collective Learning ◽  
Critical Dialogue ◽  
Political Dimension ◽  
Field Notes

Abstract Making work of the morality of teachers daily practice through reflection and dialogueAn exploratory case study to teachers’ meaning given to their daily practice experiences with pupilsThis article reports a study into the reflection of teachers. The teachers participated in a professional learning community (PLC) to investigate their interactions with pupils in a dialogical process with colleagues. For this purpose a ‘critical reflexive dialogue’ was developed. First, we investigated how teachers give meaning to their experiences through three types of reflection ‐ content, process and critical reflection ‐ and or a shift in type of reflection takes place with the use of a critically reflexive dialogue. Second, we studied how the moral-political dimension occurred in teachers’ critical reflection. The research was conducted as an explorative case study in which the theoretical framework establishes a connection between moral educational practice with the types of reflection for teachers. Based on observations and field notes from eleven PLC meetings, results show when teachers make sense individually, they mainly pay attention to the content and the process of reflection. In this situation critical reflection is not self-evident. However, the results also show that teachers get more involved in critical reflection through critical dialogue and collective learning with colleagues in the PLC. Moral-political dimension included teachers’ critical reflection, but mainly focus on the meaning of their own beliefs for their daily practice and pupils and rarely on social and political influences. Based on these results, it is recommended that the moral-political dimension receives more explicit attention in teachers’ reflection.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

Chain Reaction

2019 ◽  
pp. 47-69
Author(s):  
John O'Reilly ◽  
Liam Guilfoyle ◽  
Louise Lehane
Keyword(s):  
Learning Community ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
School System ◽  
Professional Collaboration ◽  
Chain Reaction ◽  
Irish Context ◽  
Teacher Professional ◽  
Student Reflections

This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.

Beyond the workshop: An interpretive case study of the professional learning of three elementary music teachers

2020 ◽  
pp. 1321103X1987107
Author(s):  
Jody Stark
Keyword(s):  
Professional Learning ◽  
Professional Growth ◽  
Music Teachers ◽  
Individual Case ◽  
Elementary Music ◽  
Collective Case Study ◽  
Field Notes ◽  
Cross Case Analysis

This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully selected based on their differing career stages, background, and teaching situations, and each participant was interviewed five or six times over the course of the 5-month study. Additional data sources included field notes from classroom observations, a variety of artifacts provided by the participants, and responses to Pre-Interview Activity prompts. Through hermeneutic analysis of individual case data related to each participant’s teaching and experience of professional learning, participants were found to have a variety of highly personalized learning processes which they used as mechanisms for their ongoing professional growth. Cross-case analysis revealed three larger themes related to the participants’ professional learning: (1) The quality of the participants’ learning was always instrumental and related to specific personal goals for/issues in practice; (2) meaningful professional learning had a temporal element and was characterized by continuity; and (3) the participants’ professional learning was social in nature.

Guitars have disabilities: exploring guitar adaptations for an adolescent with Down syndrome

2014 ◽  
Vol 31 (3) ◽  
pp. 343-357 ◽  
Author(s):  
Adam Patrick Bell
Keyword(s):  
Down Syndrome ◽  
Learning Community ◽  
Structured Interview ◽  
Social Model ◽  
Social Model Of Disability ◽  
Instrumental Case Study ◽  
Music Making ◽  
The Social ◽  
Field Notes

The guitar has a high value in cultural capital and we are immersed in a culture in which the guitar is the predominant vehicle of music-making. Given the guitar's mass popularity, it follows that the guitar-learning community is vast and diverse. Subscribing to the social model of disability, I problematise the guitar as being disabled and conducted an instrumental case study using the ethnographic tools of video-based observation, field notes and a semi-structured interview to chronicle the experience of teaching an adolescent with Down syndrome how to play the guitar. Different approaches to enabling the guitar are examined including open-tuning, standard tuning and a modified two-string guitar. Findings discuss the importance of the guitar to the participant as a percussive and rhythmic instrument and additionally as support for singing in the context of jamming.

scholarly journals Indagación biográfica, photovoice y escritura reflexiva en el practicum de futuros docentes

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Ángela Saiz Linares ◽  
Noelia Ceballos López
Keyword(s):  
Public Space ◽  
Educational Practice ◽  
Shared Knowledge ◽  
Teaching Performance ◽  
Collaborative Reflection ◽  
Critical Dialogue ◽  
The Public ◽  
The University ◽  
Formación Docente

Presentamos un estudio de caso evaluativo sobre una propuesta formativa en los Grados de Educación Infantil y Primaria de la Universidad de Cantabria (España) articulado sobre asuntos pedagógicos que los estudiantes deben seleccionar y confrontar reflexivamente. Esta propuesta formativa se sustenta en las posibilidades formativas de la escritura reflexiva, la exploración biográfica y la metodología de Photovoice. Los instrumentos de recogida de información son: los seminarios, los diarios de investigación y de prácticas y las fotografías tomadas por los alumnos. Llevamos a cabo un análisis de contenido que evidencia el potencial de la propuesta formativa para registrar aquellos asuntos que son relevantes en su desempeño docente, destacando su grado de heterogeneidad; promover el diálogo crítico y el conocimiento compartido a través de la negociación de significados y sentido de las imágenes realizadas; analizar y reorientar la acción y el pensamiento docente; situar en el espacio público asuntos que son relevantes en la práctica educativa. Concluimos reflexionando sobre la virtualidad de las imágenes pedagógicas tomadas por los propios estudiantes y la deliberación colaborativa para convertirse en palancas de formación docente. We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria (Spain) that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: the seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking; place in the public space issues that are relevant in educational practice. In this way, images and collaborative reflection become powerful levers of teacher training.

Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning

2018 ◽  
Vol 56 (3) ◽  
pp. 995-1032 ◽  
Author(s):  
Paulo Tan ◽  
Kathleen King Thorius
Keyword(s):  
Mathematics Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Mediated Learning ◽  
Elementary Educators ◽  
Multistage Process ◽  
Interpretive Approach ◽  
Equitable Education

This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants’ expanded notions of equity. We introduced equity-oriented mathematics education content and tools based on what emerged from the PLC, then utilized an interpretive approach to analyzing data through a multistage process. Results indicate identity and power tensions that worked against equitable practices. However, participants recognized several tensions and proposed to address them as contradictions that mediated learning, thereby expanding notions of equitable education.

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