A Vygotskian theory‐based professional development: implications for culturally diverse classrooms

This article argues that evaluation of professional development (PD) requires a focus on student learning and an evidential baseline to enable practitioners and school leaders to determine the impact of the PD in which they are engaged. Several models of evaluating PD are briefly considered and it is suggested that most of these enable programme developers or commissioners to evaluate the impact of what they offer. However, many still struggle with evaluating the impact of PD and are looking for practical yet rigorous ways to achieve this. This paper suggests how this can be achieved, thus enabling schools to know and demonstrate that PD has had an impact, whilst also offering a powerful method to raise both the quality of learning -for adults and students -and student outcomes. In so doing, an approach to impact evaluation is presented. The main findings of the Effective Practices in Continuing Professional Development project are drawn upon to illustrate how this approach to impact evaluation can be deployed.The key lessons learned in relation to effective PD and impact evaluation are outlined. The model outlined gives importance to establishing an evidential baseline and impact picture that supports both adult and student learning.

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of professional development: the need for a student-focused approach

Earley

Porritt

2013

“…It is hoped that this research goes some way to addressing this, and builds on work that has previously been done in this field (Sleeter 2001, Au and Blake 2003, Marx 2011. Other research in culturally diverse classrooms has also shown that culture is dynamic and changing, and that the cultural resources represented by the pupils can actually help teachers to develop new understandings and build classroom practice (Eun 2011). Findings from other studies also support this, and show that teachers who differ in terms of cultural identity from their pupils often benefit from being in a diverse community (Au and Blake 2003).…”

Section: Contextmentioning

confidence: 78%

Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training

Hramiak

2013

To cite this article: Alison Hramiak (2014) Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training, This article explores some of the challenges faced by Teach First teachers during their first year of teaching in a culturally diverse school, and describes some of the strategies they employ to overcome them. Using a variety of methods, both qualitative and quantitative data are collected, focusing on the perspectives of the teachers over the course of the academic year. Three common themes emerged from the findings; firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year. Secondly, the cultural gap revealed by the data is not necessarily that between staff and pupils, but exists more between curriculum and pupils, in the eyes of the participants. Thirdly, while cultural differences have caused some problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in their classrooms. The Bourdieuian cultural lens provided ideas to better prepare future trainees for this type of situation in schools, and also added to a growing body of knowledge in this area. To better prepare trainees, we may need to see culture differently from how we have previously done, and to raise our awareness and that of our trainees to the issues that might arise in situations such as the one described here.

“…She noted how 'the reading really encourages me and backs up my practice'. Her engagement in this process enabled a sense of permission, empowerment and justification of participatory teaching in terms of her own professional development as well as her teaching (Eun, 2011). It was their desire for relevant reading that essentially provided the courage, which allowed / enabled them to leave the shores of certainty and overcome their fears (presencing) (Hassan, 2005).…”

Section: We All Make Assumptions About How We Think We Know Best and mentioning

confidence: 99%

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

McLeod

2013

This paper explores whether teacher's habits and assumptions about their practice can be enhanced by Continued Professional Development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's (2008) assertion that one person cannot make another person reflect. Reflection as a process is re-evaluated through the application of Theory U and the axiom that reflection needs to start with the self. The paper's central argument is that at the heart of critical reflection is the need for embodied readiness. Without such openness as the first step, critical reflection is misinterpreted. The main outcome of the study was the development of '9 R's of Reflection', a practical framework which enabled critical reflection to become part of teachers' day to day practice enabling them to focus positively on the challenges they faced within the applied educational setting. The findings of the study demonstrate that the '9 R's' broke down sites of conflict between the desire to follow children's interests and the pressure to conform to the technical demands that dominate modern education so that the teachers changed their habits and become better at participatory teaching.