A longitudinal study of teacher change: what makes professional development effective?

Boyle, Bill; While, David; Boyle, Trudy

doi:10.1080/1026716032000189471

Cited by 143 publications

(83 citation statements)

References 8 publications

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“…Various researchers (Beaten, Kyndt, Struyven & Dochy, 2010;Lattimer, 2015;Marioara, 2015;Boyadzhieva, 2016) have argued for more learner-centred teaching and learning environment than traditional teacher-centred approaches. For instance, Boyle & While (2004) have argued that: … approaches such as study groups in which teachers are engaged on regular, structured and collaborative interactions around topics of concerns identified by the group are more likely to make a positive impact on their practice than traditional approaches such as question and answer used in teacher-centred approach (p. 47).…”

Section: Introductionmentioning

confidence: 99%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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This paper presents findings on a study that was conducted at two selected secondary schools in Ohangwena educational region in Namibia. The study used a quantitative approach to investigate if using learner-centred approach improves learners' understanding of acids and bases. With a sample of 80 grade 11 learners taking Physical Science Ordinary level, a quasi-experimental design was used to collect data from two schools for two weeks (one week at each school). The Pre-test, post-test scores from the control group consisting of 40 learners from school A and an experimental group of 40 learners from school B were used to establish the cause and effect relationship between the use of Learner-Centred Approach (LCA) and learners' understanding of acids and bases based on their performance in the tests were given. Descriptive statistics was used to analyse the quantitative data from the tests cores and a t-test analysis was conducted for both groups. The study results indicated that the experimental group performed better than the control group. It also emerged that using various learner-centred activities attracted learners' interests in learning and understanding acids and bases. It is therefore concluded that learner-centred approaches improved high school learners' understanding of the topic acids and bases. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based by using learner-centred approaches.

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Section: Introductionmentioning

confidence: 99%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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“…This is also something that has bothered us a lot afterwards. Boyle et al (2004) noticed that less than one -third of teachers increased their co-operation as a result of in-service training. Their assumption was that teachers already felt they were working in co -operation.…”

Section: Challenges Connected To Teacher Co-operationmentioning

confidence: 99%

“…As Boyle et al (2004) state (with reference to Loucks-Horsley, Hewson, Love & Stiles, 1998) teachers see as useful activities in which they have the opportunity for co-operating with other teachers, sharing knowledge and experiences, and working towards a common goal. In our own projects consisting of mid-length (Tan, 2014) courses, we aimed at using these kinds of practice that have been found useful.…”

Section: Challenges Connected To Teacher Co-operationmentioning

confidence: 99%

Challenges in developing in-service teacher training

Huhtala¹,

Vesalainen²

2017

Apples

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“…Many authors (Boyle, While, & Boyle, 2004;Huberman, 2001) believe that teachers' learning should be a social process. Hargreaves (1993) said that in order to avoid individualism and isolation in the teaching profession, professional learning should be conducted collaboratively.…”

Section: Introductionmentioning

confidence: 99%

Promoting teachers' learning and knowledge building in a socio-technical system

Tammets

Pata²,

Laanpere³

2013

IRRODL

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The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning.An LKB framework in a socio-technical system was developed to support professional development in an extended professional community. The LKB framework was implemented and formatively evaluated in the in-service course that prepares teachers for accreditation in an e-portfolio community. The extended community consisted of 16 participants, in-service teachers and domain experts. The evaluation considered (a) how the LKB practices of the framework became actualized among the community members and (b) what supported these LKB practices. Data were collected from log-files of the portfolio system. Correlation analysis and Bayesian dependency modelling revealed the way in which the bottom-up peer scaffolding from community members influences teachers' LKB practices. As a result, the study proposes that a socio-technical system might promote LKB in a professional community.

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A longitudinal study of teacher change: what makes professional development effective?

Cited by 143 publications

References 8 publications

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Challenges in developing in-service teacher training

Promoting teachers' learning and knowledge building in a socio-technical system

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