Resisting the Given(s): Enacting Teacher Professional Learning and Development Differently
New Zealand Journal of Educational Studies,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 21, 2025
Language: Английский
Pedagogical Coaching as Identity Work: Cultivating and Negotiating ESL Teacher Narrative Identities
Journal of Language Identity & Education,
Journal Year:
2023,
Volume and Issue:
unknown, P. 1 - 16
Published: June 23, 2023
Language
teacher
learning
and
professional
identity
can
be
understood
as
intertwined.
Radical
changes
in
practice
entail
how
teachers
understand
themselves.
Thus,
narratives
of
should
considered
a
significant
concern
learning.
Employing
narrative
conception
identity,
we
argue
that
work
is
valuable
channel
for
mediating
supporting
growth.
We
highlight
pedagogical
coaching,
dialogic
longitudinal
form
learning,
create
space
work.
Using
theoretical
lens
explore
one
coach's
collaboration
with
two
elementary
ESL
specialists
over
school
year.
consider
the
coach
employed
tactics
to
support
In
so
doing,
posit
novel
tactics:
reflective
articulation
bricolage.
This
highlights
potential
particularly,
general
education
broadly.
Language: Английский
Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching
TESOL Quarterly,
Journal Year:
2023,
Volume and Issue:
58(1), P. 138 - 167
Published: Feb. 20, 2023
Abstract
This
multisite
qualitative
case
study
explores
ways
in
which
instructional
coaching
focused
on
English
language
development
(content)
and
teachers'
individual
beliefs
(process)
can
help
general
education
dual
bilingual
elementary
teachers
work
within
through
perceived
institutional
barriers
to
improve
their
literacy
instruction
for
designated
learners
(ELLs).
In
practice,
much
schools
is
often
finite
fidelity‐oriented
yet
grounded
constructivism
empowers
emboldens
become
agents
of
change.
Using
the
Vygotsky
Space
theoretical
framework,
we
draw
multiple
data
sources
generated
during
classroom
observations,
sessions
with
an
coach,
postprogram
interviews
examine
how
12
moved
stages
appropriation
,
transformation
publication
conventionalization
over
course
a
2‐year
period.
Results
show
that
exhibited
meaningful
shifts
teaching
practices
ELLs
experience,
but
sharing
internalizing
those
changes
are
protracted
processes.
We
also
identified
two
additional
phases
cycle:
prepublication
where
expressed
desires
plans
share
new
ideas,
scale‐up
began
reach
individuals
institutions
beyond
initial
context.
Language: Английский
Teacher Professional Learning and Development Research in Aotearoa New Zealand: A Scoping Review of Literature, 2010–2023
New Zealand Journal of Educational Studies,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 4, 2024
Language: Английский
Opening up the narrow
The New Zealand Annual Review of Education,
Journal Year:
2024,
Volume and Issue:
29, P. 59 - 74
Published: April 23, 2024
It
is
vital
to
engage
with
professional
learning
and
development
(PLD)
be
a
teacher
in
Aotearoa
New
Zealand.
In
the
way
it
has
been
enacted
due
education
policy,
PLD
essentially
become
synonymous
inquiry:
follow
an
inquiry
cycle.
Literature
into
what
constitutes
effective
similarly
endorses
approach.
But
as
interpreted
by
Ministry
of
Education
neoliberal-influenced
policy
procedures
risks
becoming
linear
process
abstracted
away
from
context
complexity
schools
teaching.
Neoliberal
influences
on
have
supported
input-output
assumptions
led
narrowing
effect.
However,
possible
open
up
creative
subversive.
If
procedure
were
decoupled,
introducing
greater
flexibility,
refocused
principles
that
underpin
PLD,
then
this
creativity
transformation
could
realised.
Language: Английский
The design and impact of professional development activities in a diverse international education reform context
Teaching and Teacher Education,
Journal Year:
2022,
Volume and Issue:
119, P. 103882 - 103882
Published: Sept. 15, 2022
Language: Английский
Research Trend of Inquiry Learning in Elementary School in the Last 10 Years: To Determine the Opportunities in the Future
Studies in Learning and Teaching,
Journal Year:
2023,
Volume and Issue:
4(1), P. 144 - 156
Published: April 30, 2023
Inquiry
Learning
in
Elementary
School
research
has
evolved
the
last
ten
years,
making
it
an
interesting
topic
to
understand
trends
and
developments
of
so
that
becomes
a
opportunity.
This
study
aims
analyze
trends,
researchers'
contributions,
most
researched
topics
on
education
over
past
years
identify
potential
related
Education
future.
uses
bibliometric
analysis
method
using
Google
Scholar
database
Software
VOSviewer,
where
138,000
articles
were
obtained.
The
results
show
experienced
consistent
decline
years.
next
challenge,
opportunity
for
future
research.
Further
can
be
used
applied
with
STEM-based
approach
namely
Science,
technology,
engineering,
mathematics.
is
because
stem-based
model
improve
students'
critical
thinking
problem-solving
skills.
limitations,
only
one
database,
Scholar,
obtain
data.
Therefore,
recommended
carried
out
other
databases
besides
more
extensive
Language: Английский
A Girl and a Game: An entangled tale of emergence, knowledge-ing, and vital materiality in the context of conferences as and for teacher professional learning and development
Published: April 16, 2024
<p><strong>It
was
April
2017
and
Philippa
sitting
in
the
audience
at
a
popular
conference
for
teachers
when
she
realised
that
bored.
So
begins
origin
story
of
this
unconventional
research
its
consequent
thesis.
Through
seeking
to
challenge
traditional
‘sit
get’
model
conferences
teacher
professional
learning
development
(PLD),
collective,
board
game-like
activity,
named
Plan
D,
emerged.
While
acknowledging
traditionally-designed
do
have
potential
be
effective
models
PLD
according
literature
on
learning,
wonders
what
might
happen
design
their
own
as
–
posed
dialectical
relationship
thesis:
|
PLD.
D
then,
created
an
attempt
nurture
empower
purposes.
The
intention
support
both
creation
(the
d.conference):
designing
PLD;
but
through
playing
they
are
also
invited
consider
constitutes
PLD:
(d.)conference
PLD.</strong></p><p>Drawing
Carol
Taylor’s
concept
knowledge-ing
Baradian
Deleuzoguattarian
philosophical
constructs,
thesis-story
is
told
three
voices:
becoming-researcher;
becoming
PLD-model;
entangled,
mutually
co-constitutive
‘us’.
Positioned
complexity
(thinking)-infused
feminist
new
materialist,
posthuman,
postqualitative
study,
places
some
concepts
qualitative
sous
rature,
including
methodology
data.
Rather,
conceptualised
emergent
data
seen
agentic
with
power
glow.
This
suggests
PLD-model,
simultaneously
into
create
space
material
presence
which
understood
agentic,
vital,
more-than-human
other.
plenum:
full
matter,
ripe
knowledge-creation.
It
intra-actively
context
teachers’
unique
dynamic
assemblages,
emerges.
knowledge-ing,
intra-active
play
PLD,
key
argument
Additionally,
further
contribution
emerges
unfolding
itself:
intra-active,
affective
companion
wonder
positioned
potentially
powerful
force
research.</p>
Language: Английский
(Re)conceptualising coach education and development: towards a rhizomatic approach
Sports Coaching Review,
Journal Year:
2024,
Volume and Issue:
13(2), P. 293 - 305
Published: April 16, 2024
To
ensure
sport
coaches
across
all
domains
deliver
ethical
practices,
appropriately
educating
the
coaching
workforce
is
of
paramount
importance.
Yet,
coach
education
programmes
have
been
heavily
critiqued
for
failing
to
enhance
coaches'
knowledge
and
practice.
In
recognising
sociocultural
nature
learning,
researchers
drawn
upon
prominent
social
theorists
such
as
Bourdieu,
Foucault,
Bernstein
amongst
others
critically
analyse
provision.
However,
notion
rhizomatic
derived
from
philosophy
Deleuze
Guattari,
has
yet
be
applied
research,
despite
its
ability
disrupt
normalised
linear
systems.
Consequently,
aim
this
new
horizons
paper
introduce
learning
a
possible
framework
(re)conceptualising
development.
The
intention
put
Guattari's
concepts
"to
work"
help
theorise
how
actors
discourses
function
produce
Language: Английский
Ready OER Not: Engaging Teachers with Student Identity through Open Pedagogy
Emily Helton
No information about this author
Published: Jan. 1, 2024
This
research
project
centers
on
in-service
K-12
teachers'
experiences
of
a
continuing
education
course
about
open
resources
(OER)
and
how
to
use
them
in
ways
that
support
students'
ability
identity
while
engaging
with
disciplinary
learning
experiences.
Using
qualitative
design-based
approach,
I
sought
both
improve
the
examine
teachers
took
up
ideas
from
their
planning
teaching.
While
OER
are
valuable
for
themselves
because
they
free
often
available
easily
adapted
formats,
licensing
typically
allows
edited
versions
be
reshared,
meaning
other
can
benefit
adaptations
have
made.
It
also
means
students
adapt
curricular
materials
better
reflect
lived
experiences,
interests,
funds
knowledge.
Seeking
resist
standardization
by
providing
tools
work
localization
OER,
simultaneously
resisting
deprofessionalization
teaching
introducing
sociocultural
theories
as
interpret
classroom
offered
this
hopes
will
find
sustainable
engage
reflects
identities.
Language: Английский