Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study

Pedder, David; Opfer, V. Darleen

doi:10.1080/19415257.2011.614812

Cited by 31 publications

(29 citation statements)

References 24 publications

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“…However, Pedder and Opfer (2011) argue that teacher professional learning also involves the teacher's individual experiences, orientations, and beliefs. These shape a way of teaching.…”

Section: Introductionmentioning

confidence: 99%

Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Adam

Wright

2014

Waikato Journal of Education

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“…However, Pedder and Opfer (2011) argue that teacher professional learning also involves the teacher's individual experiences, orientations, and beliefs. These shape a way of teaching.…”

Section: Introductionmentioning

confidence: 99%

Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Adam

Wright

2014

Waikato Journal of Education

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“…Haigh and Dixon (2007) have also suggested that if professional development is to increase teacher learning, teachers must be active in the process. Teachers' involvement in research procedures has also been found valuable for teachers' professional development in various studies (European Union 2010, 102 and 113;Langdon 2011;Pedder and Opfer 2011;Strand and Bosco-Ruggiero 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Additional research has correlated the use of investigation and reflective practices with the development of teachers' professional consciousness (Jacobs, Assaf, and Lee 2011;Lee 2009;Snoek and Moens 2011;Stanulis and Ames 2009;Trent 2011), the improvement of student outcomes (Crippen et al 2010;Davies 2010) and improvements in the teaching procedure (Langdon 2011;Pedder and Opfer 2011;Strand and Bosco-Ruggiero 2011). The specific investigation and research practices suggested in the above articles included the following: the individual trial and testing of different practices during the teaching procedure; the trial and testing of different practices in collaborative communities of practice with the aim of enhancing the teaching procedure; the regular collection of data on the progress of the children by their teachers in relation to the educational methods and practices that teachers used; the use of portfolios and other reflective tools; and dialogue between the educators on different educational issues based on the data collected.…”

Section: Introductionmentioning

confidence: 99%

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

Koutselini

Patsalidou

2014

Educational Action Research

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The European Commission has determined the following priorities to increase the quality of teacher training programmes in the European Union: ensuring that all teachers have access to the knowledge, attitudes and pedagogic skills they require to be effective; ensuring that provision for teachers' education and professional development is coordinated, coherent and adequately resourced; promoting a culture of reflective practice and research among teachers; promoting the status and recognition of the teaching profession; and supporting the professionalization of teaching. In this context, the RELEASE project pursued the adaptation of the teachers' in-service training programme in Cyprus to the teachers' and schools' needs. The project also aimed at the enhancement of the school principals' pedagogic role in supporting teachers' professional development, the promotion of teachers' development at school and the acquisition of self-regulated learning skills. The present paper draws on the benefits of the action research procedure for teachers' development and the changes revealed in the teachers' discourse throughout the project as illustrated in their oral and written reflections. The discourse analysis of the teachers' speech in different stages of the project indicates a movement from remoteness and distance to collaboration, participation, openness and exchange, and a movement from low trust in their own choices to reflection and self-confidence to make justified selections and act in alternative ways. The discussion of the project's results attempts to distinguish the effective key components of this project, providing empirical evidence/support for the reflective paradigm of teacher development.

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“…Pedder and Opfer (2011) argue that teacher learning occurs primarily as the outcome of the necessary support systems and the interaction of teachers working collaboratively. This was supported by the principal who stated that teacher collaboration should be in a structure, which had to be monitored and guided to ensure continuity.…”

Section: Providing Support and Building Capacity: "It Is My Job And Mmentioning

confidence: 99%

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

Steyn¹

2014

MJSS

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Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study

Cited by 31 publications

References 24 publications

Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

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