Improving schoolteachers' workplace learning

Hodkinson, H. M.; Hodkinson, Phil

doi:10.1080/02671520500077921

Cited by 197 publications

(156 citation statements)

References 17 publications

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“…School improvement imperatives over many years have emphasized notions of collegial intelligence and teachers learning from each other (e.g. Joyce & Showers, 1988;MacGilchrist, Myers & Read,1997;Hodkinson & Hodkinson, 2005) and researchers have stressed the importance of creating a culture of collaboration to support change (Fullan, 1999) and the power of distributed, collaborative leadership structures (Hallinger & Heck, 2010). Thus persuasive arguments for the use of collaborative structures are visible at all levels in the system.…”

Section: Teacher Education Professional Development and Mentoringmentioning

confidence: 99%

Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum

Sørensen

2014

Teaching and Teacher Education

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractThis study examines the way in which paired or multiple placements of student teachers in the school practicum can support learning through the promotion of collaboration and dialogue. It draws on data collected across six higher education institution (HEI)-secondary schools partnerships in England and focuses on a series of 20 case studies from one partnership. The results suggest that peer placements can support more expansive and deeper learning, especially where attention has been given to the structuring of the placements and the role of the mentor or cooperating teacher. In such cases there are also reciprocal benefits for the school.

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Section: Teacher Education Professional Development and Mentoringmentioning

confidence: 99%

Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum

Sørensen

2014

Teaching and Teacher Education

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“…The individual and the environment should be seen as mutually influencing each other through the interaction of workplace affordances and individual's agency (Billett 2004, Imants et al 2013. In this study, we focused particularly on teachers' actions as individuals making sense of and consequently responding to conditions for learning in the workplace (Hodkinson and Hodkinson 2005, Weick et al 2005, Hoekstra et al 2009, Imants et al 2013, Poell and van der Krogt 2013. Moreover, the participatory approach to the processes of learning shifts the emphasis away from what is to be learnt, thus creating the risk that workplace learning is treated as 'an abstract idea or learning for learning's sake' (Manuti et al 2015, p. 13).…”

Section: Introductionmentioning

confidence: 99%

“…However, within those approaches, the teacher as an individual making deliberate choices in the workplace environment is overlooked (Hodkinson and Hodkinson 2005). The individual and the environment should be seen as mutually influencing each other through the interaction of workplace affordances and individual's agency (Billett 2004, Imants et al 2013.…”

Section: Introductionmentioning

confidence: 99%

“…Scholars in the field of teacher learning build on insights from workplace learning to further analyse these contextual influences (Hodkinson and Hodkinson 2005, Hoekstra et al 2009, Fox et al 2010, Imants et al 2013. Workplace learning studies aim to determine which workplace conditions enable or constrain professional learning (Smylie 1995, Ellström 2001, Hoekstra et al 2009).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

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Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

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“…(Day, 2003, Hodkinson and Hodkinson, 2002, Hodkinson et al, 2006, Lee et al, 2004, Fuller et al, 2005, with 'communities of practice' being a central concept (Wenger, 1998). This, in terms of (Rogoff, 1995)'s planes of analysis, deals with the community level.…”

Section: Learning Through Participationmentioning

confidence: 99%

Events and professional learning: studying educational practitioners

Fox

McCormick

2009

Journal of Workplace Learning

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Structured abstract PurposeThis study trialled data collection and analytical methods to address the dearth of research into the use of attending off-site events for professional learning. Methodological approachThree events, for academics and school leaders, were studied. A range of methods were trialled during 2006-7, with the aim of collecting real-time data. These included shadowing individual delegates, interviews of other delegates, still and moving imagery and survey questionnaire. FindingsCollecting evidence of professional activities in real-time requires sensitivity to minimise its impact on the activities. It is ideal if everyone at such events can be informed fully in advance of data collection.Any assistance, including participating in the research, in reflecting on the benefits of attending an event was appreciated. The most important benefit of attending events was in networking rather than the formal purpose of the event itself. It was found that such interactions are likely to affect the delegates' sense of identity. Individuals also reported that their strategies for using knowledge from events are incompletely developed. Practical implicationsThis study raises issues of how best to support learning at events and the use of knowledge and understanding back in the workplace. Raising awareness of the importance of networking at an event to participants could influence how both organisers plan for, and delegates use, such events. OriginalityThis work was exploratory both in methodological and conceptual development and highlighted key issues and possible avenues for conceptualising the learning from events. Few studies have been carried out on such events.

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Improving schoolteachers' workplace learning

Cited by 197 publications

References 17 publications

Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum

Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Events and professional learning: studying educational practitioners

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