Becoming a community of practice–the blurred identity of clinical faculty teacher educators

Poyas, Yael; Smith, Kari

doi:10.1080/13664530701644607

Cited by 17 publications

(15 citation statements)

References 17 publications

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“…Six articles described how participating in a team-based professional development intervention resulted in colleagues learning more about each other ( Dickerson et al, 2014 ; Keevers et al, 2014 ; Kosnik et al, 2015 ; Norton et al, 2011 ; Poyas & Smith, 2007 ; Schuck et al, 2013 ). A participant in the qualitative study by Keevers et al (2014) described how it is useful to get to know people you are working with, to empathize with the challenges they are going through.…”

Section: Resultsmentioning

confidence: 99%

“…A participant in the qualitative study by Keevers et al (2014) described how it is useful to get to know people you are working with, to empathize with the challenges they are going through. Using a mixed-methods approach, Poyas and Smith (2007) were able to show that the participants became more aware of similarities and common interests in their own work and the work of their colleagues due to their participation. In the study by Norton et al (2011) , teachers even became role models for each other.…”

Section: Resultsmentioning

confidence: 99%

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Team-Based Professional Development Interventions in Higher Education: A Systematic Review

Gast

Schildkamp

Veen

2017

Review of Educational Research

130

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Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

Gast

Schildkamp

Veen

2017

Review of Educational Research

130

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“…In some contexts evaluation is used for important decisions regarding the teacher educator's employment status (tenure, or promotion to a more senior position (Poyas and Smith 2007). When this is the case, formal student feedback may create tension among the academic staff, who might feel there is a change of the balance of power between students and academic staff.…”

Section: Evaluating Teaching In Teacher Educationmentioning

confidence: 98%

“…The clinical aspects of the programme are more complex in relation to evaluation than the theoretical aspects. Poyas and Smith (2007) found that teacher educators and, more specifically the clinical faculty teacher educators (CFTE), were unaware of how their superiors evaluated the quality of their work. Moreover, the superiors themselves also made it very clear that they, too, experienced difficulties in defining the required standards of the CFTE work and in operationalising these in a way that allows for useful evaluation.…”

Section: Introductionmentioning

confidence: 98%

What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching

Smith

Welicker‐Pollak

2008

European Journal of Teacher Education

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This article examines teacher educators' attitudes to standardised student feedback on the quality of their teaching in a teacher education college in Israel. It is part of a comprehensive study initiated by the management of the institution, and the focus in this writing is on teacher educators' attitudes to student feedback: the way they perceive students relating to the feedback, and the extent to which feedback is used for professional growth. Our findings suggest there is acceptance of feedback as part of students' democratic rights (entitlement). However, differences were found between the analyses of the quantitative and qualitative data. Teacher educators were much more critical when expressing their attitudes freely. Moreover, professional development based on the feedback seems to be carried out mainly in isolation. We suggest that teacher education institutions should develop supportive professional development centres in which teacher educators can be helped to view the feedback as a 'feed-forward' tool, necessary for engaging students in purposeful professional development activities.Cette communication examine l'attitude des professeurs d'enseignement face à l'appréciation normative de la qualité de leur enseignement dans le cadre d'une Ecole Normale en Israël. Elle fait partie d'une étude compréhensive menée à l'initiative de la direction de l'institution, et l'intérêt est centré sur l'attitude des professeurs vis-à -vis de l'appréciation étudiante, de la manière dont ils reçoivent cette appréciation, et, enfin, dans quelle mesure l'appréciation est instrumentale à un enrichissement professionnel. Les résultats suggèrent la reconnaissance de l'appréciation comme part des droits démocratiques des étudiants, et que ceux-ci s'y relatent sérieusement. Toutefois, il est apparu une discordance dans les données quantitatives et qualitatives. Les professeurs d'enseignement s'exprimant librement se montraient bien plus critiques. De plus, le développement professionnel sur la base de l'appréciation semble s'être opéré en isolation. Il est suggéré que les Ecoles Normales créent des Centres d'appui au développement professionnel qui permettraient aux professeurs de considérer l'appréciation comme un instrument promotionnel, nécessaire à une efficacité professionnelle rajustée.Der vorliegende Artikel untersucht die Einstellung von Lehrerausbildungsdozierenden zu standardisierten Rü ckmeldungen von Studierenden bezü glich der Qualitä t des Unterrichts in einer Hochschule fü r Lehrerausbildung in Israel. Er ist Teil einer umfassenden Studie, welche durch das Management der Institution initiiert wurde. Der Fokus dieses Artikels liegt auf der Einstellung von Lehrerausbildungsdozierenden zu Studentenrü ckmeldungen, auf der Art und Weise, wie sich die Studierenden zu den Rü ckmeldungen verhalten, und schließlich darauf, in welchem Ausmaß die Rü ckmeldung fü r die professionelle Entwicklung genutzt wird. Die Ergebnisse weisen darauf hin, daß die Rü ckmeldungen als Teil der demokratischen Rechte der Studierenden akzep...

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“…The critical friend provided the PLC with feedback from a 'trusted other', as someone able to see aspects of practice that might not have been immediately evident to the members of the PLC (Schuck and Russell 2005). It was anticipated that the PLC would afford support for professional learning in ways similar to those previously reported (Poyas and Smith 2007) in an education CoP. In particular, members expected to learn through conversations with colleagues regarding a common challenge as they shared actions, ideas and feelings arising from their experiences.…”

Section: Learning Collaboratively In a Communitymentioning

confidence: 99%

Mobilising teacher education: a study of a professional learning community

Schuck

Aubusson

Kearney

et al. 2012

Teacher Development

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This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt we needed to develop expertise in mobile learning so that we could incorporate it into our teaching. We studied our own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of our own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. We conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices.

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Becoming a community of practice–the blurred identity of clinical faculty teacher educators

Cited by 17 publications

References 17 publications

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching

Mobilising teacher education: a study of a professional learning community

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