Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom

Duzor, Van

doi:10.1007/s10956-010-9258-z

Cited by 27 publications

(7 citation statements)

References 26 publications

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“…However, the overriding importance attached to the direct applicability of PD makes it clear that design features can never determine effective PD independent of situational learning needs, school contexts, and the teachers involved. This underscores Van Duzor's (2011) conclusion that the transfer of PD to classrooms cannot be achieved without the transformative potential and situational insight of teachers. Moreover, the impact of decision contexts on valuations of PD programmes irrespective of their particular design features, and the association of positive autonomy with teacher influence on content and format of PD provision point more strongly towards decision context as a precondition for effective PD (Kennedy, 2016;Schibeci & Hickey, 2004).…”

Section: Effective Teacher Pd: Design Features Versus Decision Contextsmentioning

confidence: 67%

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?

Glastra

Brabander

2021

FLR

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In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander & Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher teams, or individual teachers. We analysed the valences that teachers associated with PD activities, their experiences of autonomy, and whether and how these variables were affected by decision context and teacher age. Results show that decision contexts relate differently to valences and autonomy experiences. Positive autonomy and positive valences increased going from schoolboard to team to individual decision contexts. Whereas the literature on effective teacher PD stresses the importance of PD design features, our study is the first to empirically demonstrate the crucial influence of decision contexts. Among older teachers, teaching experience informed the selection of PD content to transfer to their classrooms. Younger teachers tended to first explore whether PD worked in their classrooms before deciding about adoption. Direct applicability emerged as a dominant criterion for evaluating PD. Decision context and autonomy regarding PD programmes play important roles in ensuring applicability. Our research revealed that the dominance of the direct applicability criterion was not motivated by student benefits alone. It was also based in an attitude of efficiency among primary teachers, reflecting growing work pressures and a general prioritisation of classroom teaching above all other tasks, including PD.

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Section: Effective Teacher Pd: Design Features Versus Decision Contextsmentioning

confidence: 67%

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?

Glastra

Brabander

2021

FLR

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“…Although teachers and designers often work together to design computer‐supported inquiry curricula, how these tools are enacted by individual teachers may be very different (Puntambekar et al, ). Researchers have found that when teachers were more comfortable with teaching a particular topic, they are more likely to encourage students to question, investigate, and discuss around core scientific concepts (Copur‐Gencturk, Hug, & Lubienski, ; Sinclair, Naizer, & Ledbetter, ; Van Duzor, ). In addition, longitudinal professional development programs with ongoing support throughout the academic years appear to help teachers enhance the quality of classroom discourse (Copur‐Gencturk, Papakonstantinou, & Parr, ), use more open‐ended questions, and encourage students to consider alternative explanations (Sandholtz & Ringstaff, 2013).…”

Section: Using Representational Tools To Learn About Complex Systems:mentioning

confidence: 99%

Using representational tools to learn about complex systems: A tale of two classrooms

et al. 2014

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Orchestrating inquiry‐based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to understand how different teachers use and appropriate the same physical and computer‐based tools into their teaching practices. Each worked with physical aquaria, function‐oriented hypermedia for background information and reference, and NetLogo (Evanston, IL) simulations for computer‐supported collaborative inquiry learning. The students engaged in inquiry as they used the NetLogo models in small groups. Because of distinct teaching styles and varying levels of comfort with the materials and content, these two enactments were extraordinarily different between the two classrooms. We present a contrasting case analysis to examine how each teacher's practices set the stage for the kinds of interactions that occurred during students' computer‐supported inquiry learning. We suggest that one teacher worked from a cognitive‐elaboration perspective whereas the other teacher took an approach to teaching that incorporated socio‐cultural perspectives. Both of the approaches to teaching supported the active engagement of learners and may account for the similar learning outcomes measured. In light of the current move toward standards‐based public education, it may seem that there is only one pathway for teaching to support of student learning. However, our results do not support this notion and we provide evidence that different instructional models, classroom norms, and appropriation of tools can support similar student learning outcomes with respect to content knowledge. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 52: 6–35, 2015

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“…Rising Above the Gathering Storm (NRC, ), Taking Science to School (Duschl et al, ), and other reports (i.e., Michaels et al, ; NRC, ) stress the importance of improving science teaching in elementary and middle schools so that it focuses on the teaching and learning of science through a range of core ideas, scientific practices, and cross cutting concepts. The recommendations found in these documents are seen in the goals of a wide range of professional development models (e.g., Annetta & Shymansky, ; Gibbons, Kimmel, & O'Shea, ; Luft, ; Van Duzor, ). Several characteristics of professional development programs are considered key to encouraging change in teachers' practices.…”

Section: Related Researchmentioning

confidence: 99%

“…Many middle school teachers are K‐8 certified and also benefit from efforts to increase their content knowledge. As indicated by Van Duzor (), enhancing content and pedagogical content knowledge motivates K‐8 teachers to make changes in their teaching practice. Moreover, graduates of programs designed to improve teachers' content and pedagogical knowledge have been shown to more often engage in inquiry‐based teaching (Lee & Kraphl, ).…”

Section: Related Researchmentioning

confidence: 99%

“…A key component of successful professional development is that it needs to be designed with the specific needs of the participants in mind (Dass, ; Klein, ). When teachers are more comfortable with teaching a particular topic, they are more likely to allow for student questioning, investigation, and discussion around core disciplinary scientific ideas; hence professional development programs should also focus on enhancing teachers' knowledge of these ideas, scientific practices, and crosscutting concepts in addition to their pedagogical content knowledge (e.g., Kielborn & Gilmer, ; Lakshmanan, Heath, Perlmutter, & Elder, ; Luft, ; Michaels et al, ; NRC, ; Penuel, Fishman, Yamaguchi, & Gallagher, ; Sinclair, Naizer, & Ledbetter, ; Van Duzor, ). For teachers to implement reform‐oriented teaching successfully in their classrooms, consistent modeling is necessary (e.g., Dass, ; Garet, Porter, Desimone, Birman, & Yoon, ).…”

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confidence: 99%

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The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys

2013

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This study examines the impact of a new master's degree program on the instructional practices of K‐8 in‐service teachers. This 2.5‐year master's program was designed to deepen in‐service teachers' knowledge in science and mathematics and promote greater use of reform‐oriented instruction. Teachers' instructional practices were captured annually through classroom observations, student reports, and teacher self‐reports. Based on the results of the first 2 years of program implementation, there was a significantly positive change in the extent to which teachers implemented reform‐oriented practices in the classroom. However, these changes were most prominent in the first year of the program. A comparison of different data sources indicated that teachers perceived their progress toward reform‐oriented instruction as far more steady than indicated by outside observers or student reports. Implications for current policies, professional development, and further research are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 219–249, 2014

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Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom

Cited by 27 publications

References 26 publications

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?

Using representational tools to learn about complex systems: A tale of two classrooms

The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys

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