Search results for "Professional Learning Community"
showing 10 items of 54 documents
How science teachers learn to reflect by analyzing jointly observed lessons
2015
The aim of the article is to present a teacher's professional learning model implemented within the project PROFILES of FP7 Science in Society. The article reveals the contribution of the joint observation in real-life classroom environment and lesson analyses to the development of the capability of teachers' reflection skills. The survey of teachers, conclusions of experts and teachers' feedback all demonstrate that the model enhances the development of science and mathematics teachers' reflection skills. At the same time the article gives guidelines to follow when this model is practiced with different groups of teachers. Efficient teaching of inquiry skills in the school is impossible wi…
Teachers’ perspectives on collaboration with didacticians to create an inquiry community
2009
A research and development project, Learning Communities in Mathematics (LCM)1 was designed to create opportunities for ‘co-learning inquiry’ between mathematics teachers in eight schools and didacticians in a university in Norway (UiA). The focus has been on improving mathematics teaching and learning at school levels from lower primary to upper secondary and on the developmental processes and partnerships involved. A central aim was to create a community of inquiry through which aspects of mathematics teaching and learning could be explored, and through which both teachers and didacticians could learn in practice. Theoretically, ‘Community of Inquiry’ derives from ‘Community of Practice’ …
Professional agency and its features in supporting teachers’ learning during an in-service education programme
2020
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professiona...
A capital framework for professional learning and practice
2020
Abstract Efforts to improve teaching and learning in general are leading to wide variability in outcomes in different countries and areas, with similar investments and reforms focusing on the instrumental side of professional learning. A rapidly growing research literature has suggested the important role of social connectivity in the success of individual and organizational change and development. This paper draws on theories of human capital, social capital, social network, emotional capital, and research literature in this space to illuminate some of the complex components as related to professional learning.
Collaborative Learning and Computer-Supported Collaborative Learning Environments
2008
A focus on purely individual cognition has set a stage to social construction of knowledge. New learning environments, in many cases supported by computer technology, are often based on collaborating and sharing expertise. As a result research on Computer Supported Collaborative learning (CSCL) environments is a significant and growing field, which actively seeks new methods to resolve the challenges of human learning across diverse levels of interaction in a modern information society. In this chapter we will discuss the concept of collaborative learning and the issues involved in using information and communication technology to support collaborative learning. We begin with the definition…
Professional learning communities and teacher well‐being? A comparative analysis of primary schools in England and Finland
2009
The article is a comparative analysis of the policy and practice of professional learning communities (PLCs) in primary schools in England and Finland. The concept of PLC has become a globally fashionable one and has been explicitly advocated in policy documents in both countries. Drawing from a database of qualitative semi‐structured interviews with primary teachers, four key themes affecting their work and well‐being are identified: the primary school community; collaborative working; continuing professional development and trust and accountability. The realities of PLCs as experienced by primary teachers in each country are contrasted. Similarities in teachers’ responses were found, espe…
The Multifaceted Nature of Agency and Professional Learning
2017
The present volume has aimed to cover a broad range of approaches to agency at work, exploring its relationship with professional learning and development. Thus, the chapters included in this book have discussed the role of agency in learning and development, considering a variety of working life contexts and applying both conceptual and empirical perspectives. This final chapter provides an overview of both the conceptual approaches and the empirical implementations. We see the perspectives as complementary. From the content of the book, we discern the phenomena as falling on two main dimensions, clustering at opposite ends of these dimensions. Thus, the following contrasts are evidenced: …
Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency
2017
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality signific…
Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
2015
Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers’ professional development in Ethiopian schools. Data was collected via interviews and focus group discussions from 37 purposively sampled participants. The study reveals three major challenges in teachers’ development: 1) conceptions and conceptual issues related to teaching, professional development and mentoring, 2) management and leadership, and 3) teachers’ work conditions. The need to reconsider educational change…
TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE
2016
We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial for a good leader. Categories characterizing teacher leaders and lead schools were identified. Fac…