First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition DOI Open Access
Alicia Stapp,

A Shane

Journal of Teacher Education and Lifelong Learning, Год журнала: 2023, Номер 5(2), С. 710 - 722

Опубликована: Ноя. 13, 2023

First-year teachers encounter complex challenges such as classroom management, time constraints, expansive curricula, and adapting to a new school environment. Transitioning can be difficult for first-year who are not exposed realities during teacher preparation. To investigate this topic qualitative approach was employed examine teachers’ perceptions of four sequential pre-service courses designed address the transition. A focus group conducted determine preparedness transition, usefulness coursework, its impact on pedagogy student learning. Following data analyses following themes emerged: a) feasibility putting it into practice; b) sharing collaboration; c) preparation is in details. In sum, indicated they were prepared their first year, feasibly collaborated shared integrated pedagogical methods, ultimately developed sense belonging result experiences coursework.

Язык: Английский

School-based collaboration as a learning context for teachers: A systematic review DOI Creative Commons
Loes de Jong,

Jacobiene Meirink,

Wilfried Admiraal

и другие.

International Journal of Educational Research, Год журнала: 2022, Номер 112, С. 101927 - 101927

Опубликована: Янв. 1, 2022

Although teachers' collaboration might be tightly connected to their professional learning, its implementation is challenging. The goal of this review study was provide an overview the factors that enable or frustrate school-based teacher in secondary schools. Based on collaborative learning activities were central 50 studies, three categories distinguished including sharing, experimenting, and designing. Differences between way personal, group, process, guidance, organizational, structural addressed. Overall, relating process working together are emphasized all categories. Practical implications concern creating possibilities for teachers explore critically analyze vital aspects teaching student learning.

Язык: Английский

Процитировано

53
Vocational teachers' professional learning: A systematic literature review of the past decade DOI Creative Commons
Na Zhou, Dineke E.H. Tigelaar, Wilfried Admiraal

и другие.

Teaching and Teacher Education, Год журнала: 2022, Номер 119, С. 103856 - 103856

Опубликована: Авг. 23, 2022

In the last decade, how to promote in-service vocational teachers' capabilities has become one of most important concerns in field education. This study presents results from a systematic review learning activities and outcomes, based on an analysis 54 journal articles published between 2010 2021. These illuminate that, first, can occur academia, school workplace, industry settings, various formal informal ways. Second, outcomes are related changes their cognition behaviour as well student institutional benefits.

Язык: Английский

Процитировано

24
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study DOI Creative Commons
Jan D. Vermunt, Maria Vrikki,

Pete Dudley

и другие.

Teaching and Teacher Education, Год журнала: 2023, Номер 133, С. 104295 - 104295

Опубликована: Авг. 8, 2023

This paper aims to understand how teachers' learning relates core personal, contextual and outcome variables in Lesson Study. Primary secondary Mathematics teachers from 59 schools formed Study groups. 214 participated at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor regression analyses. Results showed strong linkages between teacher learning, professional identity, quality dialogue, school support, Study, student learning. The findings provide evidence mechanisms through which development initiatives impact on Practical implications for realizing high-quality are derived.

Язык: Английский

Процитировано

15
Teacher collaborative knowledge building in Reciprocal Peer Observation DOI Creative Commons
Marta Flores, Ester Miquel, David Durán Gisbert

и другие.

European Journal of Psychology of Education, Год журнала: 2025, Номер 40(1)

Опубликована: Фев. 15, 2025

Язык: Английский

Процитировано

0
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings DOI
Maartje Henderikx, Emmy Vrieling

Journal of Professional Capital and Community, Год журнала: 2025, Номер unknown

Опубликована: Апрель 19, 2025

Purpose This study examines participants’ experiences of social configuration in blended teacher learning groups (TLGs) during face-to-face and online meetings. It aims to explore how the is perceived these environments, focusing on three dimensions: shared identity equal relationships (SIER), practice integration (PI) long-term orientation goals (LTOG). The research seeks assess effectiveness approaches TLGs identify areas for facilitation collective teachers. Design/methodology/approach A qualitative approach was used collect data from at a Dutch primary education institution. Data sources included audio recordings, semi-structured interviews focus group sessions with student teachers, in-service educators experts. Deductive inductive coding methods were applied, inter-rater reliability reached Krippendorff’s alpha 0.84. Findings revealed that participants experienced more positively meetings than contexts. include: (1) PI both settings, favoured product development; (2) LTOG effectively addressed meetings; helped maintain short-term (3) SIER stronger presenting challenges creating sense community equality. Technical issues fixed scheduling also negatively impacted experiences. These findings highlight importance facilitator need tailored strategies enhance TLGs. Originality/value study’s originality lies its dimensions within TLGs, providing insights into each environment’s strengths limitations. By identifying specific factors influence offers valuable recommendations optimizing

Язык: Английский

Процитировано

0
Teacher collaboration: conceptualisation and practice DOI Creative Commons
Wendi Wijarwadi, Hoa Thi Mai Nguyen, Dennis Alonzo

и другие.

Professional Development in Education, Год журнала: 2025, Номер unknown, С. 1 - 19

Опубликована: Май 23, 2025

Язык: Английский

Процитировано

0
Tackling a School Conundrum: One Teacher-Inquirer’s Collaboration with Students and School Community DOI Creative Commons
Yun-chen Yen, Simon Brownhill, Elizabeth Hinchcliff

и другие.

The Clearing House A Journal of Educational Strategies Issues and Ideas, Год журнала: 2025, Номер unknown, С. 1 - 8

Опубликована: Июнь 3, 2025

Язык: Английский

Процитировано

0
Differences in leading and learning professional learning communities DOI

Kara L. Plank,

Karen L. Sanzo, Jay Paredes Scribner

и другие.

Journal of Workplace Learning, Год журнала: 2024, Номер 36(5), С. 335 - 347

Опубликована: Июнь 14, 2024

Purpose This study aims to understand how develop, support and utilize professional learning community (PLCs) build organizational capacity teacher collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take create an authentic, sustainable PLC. Design/methodology/approach We employed multicase approach at three school sites within same district. Our was guided by following questions: (1) How are communities developed sustained settings?; (2) What role administrators cultivating communities?; (3) factors contribute hinder success communities? Findings Despite being district, schools’ PLCs operated differently. The schools displayed characteristics PLCs, with minimal implementation all components. Developing began implementing structural mandating activities such as weekly grade-level planning. Social were much more complex control administration, affecting fidelity collaboration PLCs. Originality/value that supports practice. In addition, limited supporting use learning. contributes building empirical knowledge base related these two areas.

Язык: Английский

Процитировано

2
The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers DOI
Esayas Teshome Taddese

Irish Educational Studies, Год журнала: 2023, Номер 43(4), С. 1327 - 1343

Опубликована: Окт. 18, 2023

AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers' professional practices based on experience of primary school teachers Ethiopia. The adopted a constructivist orientation, which prompted use methods inquiry, and data were collected through eighteen one-to-one interviews three focus group discussions (FGDs). findings indicated that teacher might be helpful early stages as starter from voluntary authentic collaborative culture emerges, yet it is not necessarily good thing once are well initiated. That means, despite its potential for fostering learning, can threat to autonomy teachers; also intensify conflict, nurture groupthink, promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher learningprimary schoolprofessional developmentEthiopia Disclosure statementNo conflict interest was reported by author(s).Additional informationNotes contributorsEsayas Teshome TaddeseDr. Esayas Taddese (ኢሳያስ ተሾመ ታደሰ) lecturer Faculty Education Humanities at UNITAR International University, Malaysia. He received his Ph.D. Comparative Northeast Normal University People's Republic China 2023. His research interests lie areas education, development, pedagogy, comparative education.

Язык: Английский

Процитировано

4
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system DOI

Fatemeh Abbaspour,

Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş

и другие.

International Journal of Educational Management, Год журнала: 2024, Номер 38(3), С. 873 - 889

Опубликована: Март 26, 2024

Purpose Current school leadership research has primarily utilized quantitative methods to explore the relationship between and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially centralized educational settings. This study aims address this by examining role of enhancing learning within highly education system. Design/methodology/approach qualitative case delves into lived experiences 15 teachers eight leaders primary schools Mashhad, Iran. Through semistructured interviews, researchers employed open axial coding systematically categorize data. The focuses on principal facilitating connecting themes sub-themes across transcripts. Findings Effective worked cultivation culture that champions perpetual personal growth development, nurturing collaborative community, provision essential resources support. showed pivotal promoting teachers' self-development, idea exchange acknowledging their efforts. Principals appeared as key encouraging information sharing, fostering collective overseeing teaching practices ensuring availability cultivate supportive climate context. Originality/value We concluded education, for share similarities differences with decentralized findings offer guidance systems, supporting them schools.

Язык: Английский

Процитировано

1