This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-today practice. Analysis of 116 learning episodes reported by 27 instructors from various institutes for VPE shows that instructor learning is mainly focused on developing pedagogical content knowledge (PCK). Learning episodes studied were often externally prompted, not self-directed and involved mostly action-oriented reflection. Ellström's theory of adaptive and developmental learning is used to further explain these findings. Because of the specialized nature of the content taught in VPE programmes, formal training in PCK is often not available; instructors rely on trial and error, student feedback and peer feedback to develop PCK. Educational leaders within institutes for VPE should consider encouraging professional development models that include collegial dialogue, such as mentoring and communities of practice, as well as the implementation and enactment of professional learning plans. Further research could focus on how existing workplace practices may be enhanced to further support instructor professional learning.
Objectives: The main objective of this study was to explore students’ experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic. Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson’s model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions. Results: Findings were organized according to Anderson’s six factors in online teaching, namely: (a) Independent Study; (b) Peer, Family, & Professional Support; (c) Structured Learning Resources; (d) Community of Inquiry; (e) Communication; and (f) Paced, Collaborative Learning. The study revealed both challenges and opportunities that students experienced during their transition to emergency virtual remote learning. Conclusions: The invitation to students to share what worked—and what didn’t—yielded a wealth of specific suggestions for engaging students, promoting accountability, and supporting collaborative learning. Implication for Practice: This study looked past anticipated pressure points to reveal critical teaching factors that challenge—or enable—students as they transition to emergency virtual remote teaching. Post-secondary instructors would be well served to consider how they promote self-efficacy, provide access to supports, fashion an online learning environment, develop community, communicate expectations, and encourage collaboration.
Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.
In their respective positions as instructional coach, lead teacher, and consultant, teacher leaders are to implement and in many cases, lead educational reforms by modeling and encouraging changes in pedagogy and practice. This complex leadership role necessitates constant negotiation as teacher leaders gauge when and how they may encourage, direct, and support the teachers they work with. Further complicating this role is its non-supervisory nature; teacher leaders are not to evaluate their colleagues for employment purposes nor can they discipline or reprimand them. Instead, teacher leaders must rely on their credibility as experienced educators and their ability to encourage and support. Teachers who move into teacher leadership positions report that this transition is complicated by a need to balance collegial relationships while at the same time provide constructive criticism. This phenomenological inquiry, based upon lived experience descriptions from teacher leaders, examines two of the first interactions of newly appointed teacher leaders: meeting the staff and visiting the classroom. The paper provides insight into the negotiation process teacher leaders go through as they assert and define their role with their colleagues. Dimensions explored include entering new territory, being set apart, encountering skepticism, coming under fire, finding a place, providing feedback, considering the impact, and receiving validation.
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