A close look at teacher learning: Why are teachers’ journeys so different?

Molle, Daniella

doi:10.1016/j.tate.2021.103280

Cited by 7 publications

(10 citation statements)

References 30 publications

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“…The level of professional knowledge and skills of teachers in the subject taught by them can be connected with the age structure of teaching staff (Hamalainen et al, 2021). In the process of young teachers' adaptation to working there appear certain factors which could change practical work of teachers (Molle, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of the third Teaching and Learning International Survey. The research was done in 2019-2021 in the Kirov region (a region of the Russian Federation). The work of 1146 teachers from city and village schools was considered in the research. Data collection by means of a questionnaire-based survey of teachers is the leading method of the research. The main need of teachers' professional development is connected with individual teaching, with the issues of individual education of pupils with special needs and with using digital technologies at work. The share of teachers with the basic education on the subject taught by them is 65% in city schools and 51% in village schools. The main trends of developing school education are considered lessening the "bureaucracy" load on teachers by means of taking on additional staff, as well as special support of pupils with special needs and investments in digital technologies.

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Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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“…To him, specialized knowledge involves three related elements: (a) a sociological knowledge of disciplinary cultures and values; (b) a philosophical knowledge of the epistemological bases of different disciplines; and (c) a linguistic knowledge of genre and discourse. As social, ecological, and socio-cognitive factors influence what teachers learn ( Molle, 2021 ), no matter how professional the medical knowledge might be, for most English teachers whose expertise lies elsewhere, there would be an arduous journey of learning demanding tremendous courage and lasting effort. Therefore, it is appropriate to label factor 3 “teacher learning.”…”

Section: Resultsmentioning

confidence: 99%

Exploring English for medical purposes (EMP) teacher cognition in the Chinese context

Cao

Zhang²,

Liu³

et al. 2022

Front. Psychol.

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It has been a growing trend in Chinese universities to shift from English for general purposes (EGP) to English for specific purposes (ESP) teaching. Against this background, large groups of teachers previously engaged in teaching EGP have become or are becoming ESP teachers, which means a complex process of learning for subject-specific information, transforming teaching practices and constructing new identities. Despite this, very little has been written about the ESP teacher cognition (TC) of language teaching or the factors influencing this shift in teaching. This study involved English for Medical Purposes (EMP) teachers in Chinese universities as participants, and a scale of EMP TC with 31 items was developed on the basis of questionnaire results. Data from exploratory factor analysis revealed six dimensions of the scale, namely, teacher attitude, teacher belief, teacher learning, teacher support, role identification, and teacher practice—that combine to constitute and influence EMP TC. While the identity factor has attracted wide attention in ESP teacher research, other factors have largely been neglected. Thus, this research highlights the importance of more factors in shaping and changing the language teaching cognition of EMP or ESP teachers in large, especially the teacher belief factor. In addition, results of independent samples t-tests indicated significant difference in EMP teacher learning in terms of gender, differences in EMP teacher attitude and teacher support in terms of EMP teaching experience. Suggestions for enhancing EMP TC are offered on the basis of the conclusions of this research.

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“…We initially examined each case memo for evidence of a trajectory of change (Molle, 2021); however, we noticed more contrast across cases than between the early and later interviews for each teacher, even though each teacher did evidence change. Teacher change tended to occur primarily within two or three elements, rather than as an accumulation of new elements, leading us to find zones to be a more apt metaphor than trajectories (detailed further in the next section).…”

Section: Methodsmentioning

confidence: 99%

Mapping How Teachers Become Culturally Responsive

Parkhouse

Lyn

Severson-Irby

et al. 2023

Journal of Teacher Education

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Research on how teachers become culturally responsive tends to focus on preservice teachers or on the professional development activities that are associated with change for inservice teachers. Little is known about how the various elements of culturally responsive teaching—including knowledge, skills, and fundamental orientations—interact with one another as teachers change. This case study followed 19 educators across four schools and over 2 years as they conducted action research to enhance their cultural responsiveness. We found four zones of development that characterized the teachers’ change: consciousness-raising, consciousness- and relationship-building, knowledge- and practice-building, and practice-refining. Within each zone, two or three elements of culturally responsive teaching appeared to change most dramatically and to mutually reinforce one another as teachers developed. Professional development experiences should attend to these different zones and to the gradual nature of this process.

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A close look at teacher learning: Why are teachers’ journeys so different?

Cited by 7 publications

References 30 publications

Professional Training and Professional Deficits of Teachers: a comparative study

Professional Training and Professional Deficits of Teachers: a comparative study

Exploring English for medical purposes (EMP) teacher cognition in the Chinese context

Mapping How Teachers Become Culturally Responsive

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