Search results for "Teacher learning"
showing 10 items of 10 documents
Seeking New Perspectives on the Development of Teacher Education – A Study of the Finnish Context
2013
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues…
Peer-group mentoring as a tool for teacher development
2014
Abstract: Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional…
La dérive pédagogique parallèle. Un fil éducatif invisible entre Porto et Paris à travers des récits personnels
2019
Partimos de la deriva como práctica artística contemporánea, con reconocidos antecedentes históricos. El objetivo principal es experimentar las potencialidades pedagógicas de la observación de entornos urbanos de forma colaborativa y mediada por las TIC a través de la deriva, como artistas/investigadores/docentes encargados de la formación del profesorado, para poder introducir este tipo de iniciativas en el entorno educativo. La A/R/Tografía como método de Investigación Basada en las Artes facilita usar la deriva simultáneamente como práctica artística, proceso investigador y experiencia de aprendizaje docente. Los resultados se exponen a través de narrativas personales que muestran reflex…
Learning about students in co-teaching teams
2021
Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of student…
Towards inclusion : teacher learning in co-teaching
2012
Meeting the Challenges of Generational Change in the Teaching Profession : Towards a European Model for Intergenerational Teacher Collaboration
2013
In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers. …
Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing
2020
To support school improvement, understanding the mechanisms that enhance teachers’ engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders’ vision building and teams’ shared goals), in supporting teachers’ engagement in information sharing over time. To test the directionality of the relationships between the concepts, we analyzed survey data from 655 vocational education and training teachers in the Netherlands using a cross-lagged panel model. Results suggest that teachers’ engagement in information sharing remains stable over time, and the results…
Stories about transnational higher education (TNHE) : exploring Indonesian teachers’ imagined experiences of Finnish higher education
2019
We examined Indonesian school teachers’ perceptions and expectations about their professional learning, and their justifications for these, before they embarked on a transnational master’s programme carried out in both Indonesia and Finland. The data were collected using the method of empathy-based stories. The findings showed that the teachers expected the programme content, execution and internationality to impact positively on their professional learning, while negative professional learning scenarios were framed as stemming from a lack of personal motivation or lack of support from the Indonesian community. Moreover, the teachers expected to become more skilled professionals not only as…
Conceptualising and contesting ‘fast policy’ in teacher learning: a comparative analysis of Sweden, Finland and Australia
2020
In this article, the authors refer to key national policies, and associated politics, in the Swedish, Finnish and Australian contexts, to reveal the key discourses that characterise how ongoing tea...
The Development of the Teachers’ Competences and Abilities Concerning the Educational Mentoring of the Disabled
2015
Abstract In this paper, we will present some important aspects regarding the design and implementation of a project which generates significant results in the life-long learning of the teachers from all levels of the Romanian education system. The project is part of the priority axis: “The development of human resources in education and professional training”. The general objective aims to improve the e-learning interactive methods and the activity with the disabled in order to use them also within the didactic activity, to improve the results of the educational process as well as to increase the disabled access to education.