(2007) focused on how teachers’ professional development impacts on pupils’, learning outcomes. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The study, suggests that self-determination leads to better well-being in. Studies present the idea that it is important that teachers learn, to learn, thus becoming self-regulated in their own learning process. Prawat, R.S. Sales et al. Teacher enquiry. teachers’ learning and possibilities, premises and challenges for further development. This paper aims to explore the mechanism of Learning Study in enhancing teacher learning by adopting communities of practice as the analytical frame-work. Although these three school sites operated within the same federal, state, and district policy contexts, the school contexts varied considerably. The principal, supported the teachers through organisation and conversations, requested written reports from the work that was done. Teacher autonomy can be supported if teachers are allowed to, identify their own learning objectives and can talk about and reflect on learning in, independent processes and in processes with colleagues. 2010. practices, with national abstract and policy-controlled reforms. 2011. interaction of enquiry and feedback in teachers’ learning. In addition to exploring the interview data and monologues, time is spent understanding the works of Antonin Artaud, a prolific theatre artist and a/r/tography, a method of arts-based research. By effective, we mean that the professional development leads to observable, measurable improvements in teaching … In, Metacognition, motivation, and understanding, Given, H., L. Kuh, D. LeeKeenan, B. Mardell, S. Redditt, and S. Twombly. Our, This study examined students’ internal management of their cognitive processing in an interactive online class. 2005. Pupils’ learning is not in focus in all the studies, but based, on socio-cultural theory we at least know that the external conditions for pupil. teachers to remain in school while also having the opportunity to develop there. The texts were analysed by means of open and axial coding, developing main and sub-categories.Conclusions: The review of articles shows that both individual and organisational factors impact teachers’ learning. they have their own structure based on the articles that were included in the review. Chong. Teachers developing practice: Reflection as key activity. intercultural professional development for teachers. Original scientific paper https://doi.org/10.2298/TSCI20S1301Z This research explored the factors that underlie Teachers' Professional Development in China's Higher Education and their ramification on Students' achievement. She also suggests that critical reflection can, a powerful way. This programme adopts a reflective model of professional development using a practice-based approach and exemplary OER. Moreover, Ono and Ferreira comment that teachers cannot change their teaching, In an American study (Given et al. Too often what takes place is not particularly relevant to what is actually taking place in classrooms. structures, and structures are formed by cultures. In, regulated learning and academic achievement: Theory, research, and practice. Active learning may mean observing expert teachers or being observed, personally with subsequent interactive feedback and discussion. teachers were given the opportunity to develop their unde, reform should be introduced, they were then given concrete examples of what the. involved. Constructivisms, modern and postmodern. Professional development for teachers: a world of change. “Teaching Profession for the 21st Century” is a joint attempt to respond to the above challenges. Theories of metacognition (Flavell 1979, 1987), which will be, presented later in this paper, are traditionally defined as belonging within the. guided by a published agenda. and four professional domains comprising: ! In this way, the, development process will have a positive point of, need for knowledge to develop practice, which, in this case, was focused on pupil, activity and the self-regulating learning processes of pupils, The Dutch researchers Bakkenes, Vermunt, and Wubbels (2010) exami, definition of teachers’ learning, which indicates that it is an active process that leads, to changes in terms of knowledge and convictions (cognition) and/or change in the, teaching practice (action). Thus lectures that build on interest and background, knowledge and that are, therefore, within the learners’ zone of proximal, development (Vygotsky 1978) may contribute to learning. The studies also suggest the importance of a, common vision among colleagues, and that good relationshi, are a requirement for development. In, co-operation with colleagues or others with expertise, the reading of texts might also, be a tool that could promote discussions. 2010. Any. The teachers found that they developed trust in each oth, and that these common reflections were useful for their teaching. The paper suggests that education. However, this yielded no hits on articles when the same, series of selections and rejections was made. The findings suggest that a key, This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives. The text also states that the point of departure for further development, must be what a person knows and what this person’s aim is. Pedder, and Z. Lavicza. The study also shows that teachers learn most when they have the, opportunity to discuss their experiences in a trusted, confident and constructive, atmosphere. Teacher Development: Making an Impact ix Teacher Development: Making an Impact has been produced as a joint venture between the World Bank and Project ABEL 2 (Advancing Basic Education and Literacy), an initiative of the United States Agency for International Development under the auspices of the Academy for Educational Development. In a New Zealand study (Starkey et al. The study shows that, tips from the expert teacher were found to be useful, while this scheme allowed the. Bolam, R., A. McMahon, L. Stoll, S. Thomas, and M. Wallace. Furthermore, she reflects that there continues, of transformative learning, which means reconsidering, build – and, subsequently, acting on the basis of the insight that the transform, Schechter from Bar-Ilan University in Israel (2010) examines how a national, programme initiated by the Ministry of Knowledge in Israel, whi, contribute to CPL in school, influenced and supported teachers’ learning. Access to PD by many lecturers, particularly female lecturers, is limited due to the absence of gender considerations and poor enactment of many national policies, inadequate remuneration and excessive workloads, and the cultural notion of women taking major responsibility for family commitments. It also means learning from actions that unfold in, learning (Tiller 2006; Postholm and Jacobsen 2011) so that the teaching can be, continuously changed and improved. Another factor that may, inhibit the optimal use of paired co-operation is fear. The focus is on examining individual knowledge construction through active cognitive engagement, rather than the social interactions, in the online community. The research question that is pursued in this article is: how the articles were selected and analysed. Providing opportunities to interact in a community of professionals; Ensuring content was consistent with wider policy trends; In school-based initiatives, having leaders actively leading professional, In this section, the most relevant themes and points from, (Vygotsky 1978), must be invited into the learning, , ed. develop their own educational skills and those of others. The study focused, various minorities (five Euro-Americans and two African-Americans, high school, and the study showed that these reflections made, of their own positioning and the impact this might have on their encounter with, A study of 28 secondary school teachers conducted by Dutch researchers (Zwart, et al. Warford, M.K. The findings show that EFL lecturer PD in Vietnam is a politically, socially, culturally and historically shaped activity that is fraught with many contradictions. Hagen, A., and T. Nyen. professional development: Investigating pupils’ effective talk while learning. The TCF provides both a focus and direction for the professional development … The course the teacher, comprised 80 hours over one year, a summer course before start of school and, Saturdays during the school year. San Francisco, CA: Jossey-Bass. endstream endobj 651 0 obj <>stream Findings indicate, that teachers found that experimenting in their own practice, reflecting on their own, practice and getting ideas from others were activities that promoted learning. (2007), which, indicates that the time allocation should be from 30 to 100 hours over a period, 12 months. They also provide insight into resear, findings from various regions of the world. Engagement and these positively influenced students? After this introductory presentation, opportunities to learn in their teaching. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPL. According, to Lempert-Shepell, both co-organisation and self-organisation of. Some would like to go back to their ordinary teacher role with new compet, energy, others not, while some would like to continue, is interesting is that none of them wanted leadership roles higher, hierarchical system, but were rather interested in opportunities wher. The area of teachers’ continuing professional development (CPD) is of growing interest in Scotland and internationally. Cultivating communities of practice via learning study for enhancing, Kvernbekk, T. 2011. schools show that change is not a sequential process; changes that occur in practice, and values and convictions are related to each other. The frame-work contains three separate systems that support different aspects of social interaction within virtual worlds. Keung (2009), from Hong Kong, has written about ‘Learning study’, which is, similar to the method in ‘Lesson study’. They, important finding of the study is that teachers learn in different ways, and that the, support provided for teachers’ learning, therefore, must be different, article published in 2011 based on a case study of four of the 32 teachers in the study, mentioned above, Hoekstra and Korthagen present findings indicating that the, whole person must be considered, and that cognitive, action, motivational aspects must be included as key factors in the professional development, of teachers. This study examines the nature of PD for EFL Vietnamese lecturers of non-English specialized students. The authoritarian word stands for what can be defined as a, direct transfer of new knowledge, while the authoritative word invites, lecture, many dialogues may arise between listeners and, exchange of words. (2009) have focused on changes, in cognition and actions in a study of 32 teachers from 21 different upper secondary, schools. learning may improve when there is a focus on teachers’ learning. In. These. With a metacognitive awareness, teachers can look critically at, their own role and at how they can lead pupils towards a learning objective. However, our agents, and our licensors make no representations or warranties whatsoever as to. Yoon, K.S., T. Duncan, S.W.Y. Teachers participating in the study and who were trained by univers, stated that they were given the time to read theory (11 of 22), and/or time to reflect (7, of 22), and that these were valuable aspects of this role. The content of the professional learning and development, knowledge and the relation between curriculum, pedagogy and information from, assessments of pupils’ knowledge, which included their progression in terms of, specific syllabus, their culture, linguistic and cultural resources, theo, work and understanding of concepts. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. perfor?mance. The studies suggest, though, that a lack, shared understanding of the purpose of the development activities was a problematic, aspect (Timperley et al. 2009) shows that paired co-operation between teachers, rewards for their learning. Furthermore, how they reflect upon this practice is important for, planning their future teaching. 1987. reform means for their own practice. ���]�z ���0���و��hÂ�k A;�� �. their own school and in external networks in development activities. Bridging the real and ideal: A. comparison between learning community characteristics and a school-based case study. Coherence refers to, the content in the teachers’ learning and whether it is consistent with their prior, knowledge and convictions. The review text also locates the, studies geographically, either directly or indirectly. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. 2. How teachers learn and develop. The design rationale, based on empirical findings, theoretical ideas to develop teacher leaders as peer mentors and implementation is discussed in this paper. Articles, that dealt with basic education, primary and secondary, decision was made to exclude articles that dealt with learning using digital tools and, the internet and newly trained teachers, on the basis that these significant areas, would best be dealt with by conducting separate revie, the present study was retained on experienced teachers in basic educa. Teacher trainers have much knowledge, but this, knowledge needs to be out in the practice and shared with the teacher, suggests that the best way of doing this is to have teacher trainers contrib, knowledge in interaction processes in the teachers’ arenas (Cobb, and McCormick 2009; Keung 2009; Opfer and Pedder 2011, Postholm 2011a; Sa, et al. 2009. Jackson, (1974) calls this developing a metacognitive attitude to work in school, a, done so teachers can deal with the complexity in their, clear that if self-regulating processes are to become as effective as possibl. 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