Coherence and the positioning of teachers in professional development programs. A systematic review

Being an Innovative and Creative Teacher: Passion-Driven Professional Duty

“…But these our research findings also expand the understanding about a teacher's coherence as it is seen as a part of being an innovative and creative teacher. Typically teachers' coherence in research literature is not related to teachers' innovativeness and creativeness; mostly it is related to culturally and emotionally responsive practice (which in our research findings is manifested through teachers' professionalism and duties, morality and ethics) and the school quality, and evaluation (Lindvall & Ryve, 2019). Our findings are supplemented with empirical evidence that a coherent innovative and creative teacher is constantly in connection with the resources, tools and attitudes at the school; these interconnections are part of the passion-driven professional duty as a meaning of being an innovative and creative teacher.…”

“…Research ethics in this research focused on two dimensions: participant's world and researcher's world (Orb et al, 2001;Dahlberg et al, 2008;Dahlberg, 2006;Mauthner et al, 2002;Long & Johnson, 2007;Mortari, 2008;Dale Bloomberg & Volpe, 2019;Yin, 2013) as an ethical rigor in phenomenological study (Cypress, 2017):…”

“…Potential ethical conflicts did not exist because researchers maintained impartiality by selecting schools and letting those schools give the free choice to teachers regarding participation in the research; thus researchers had neither power effect nor put any pressure on participants' choices regarding participation and free will to provide information via interviews. This created an atmosphere of trust between participants and researchers (Long & Johnson, 2007); -Researchers ensured participants were fully aware of what they were getting into, so that they gave an informed consent prior to participating, as researchers were obliged to balance the value of knowledge to be acquired against any anticipated distress or other adverse experience for participants. A standard method for informing participants was the use of an informed consent sheet with content about the aim, duration of research, nature of participant recruitment, and how the anonymity and confidentiality of the participants will be ensured (Mauthner et al, 2002).…”

Persuasion and resistance. Large-scale collaborative professional development as a policy instrument

“…As a final comment on the capacity of collaborative PD to foster self-governance and/or enhance enactment of external ideas, some advantages and risks with either emphasis may be mentioned. Lindvall and Ryve (2019) suggest that positioning teachers as implementers of external ideas facilitates development of PD material with a clear focus and consistency and simplifies provision of support and guidance to individual teachers from PD providers and peers. On the other hand, Lindvall and Ryve (2019) argue that limiting teachers' discretion may come at the cost of teacher professionalism and motivation.…”

“…Lindvall and Ryve (2019) suggest that positioning teachers as implementers of external ideas facilitates development of PD material with a clear focus and consistency and simplifies provision of support and guidance to individual teachers from PD providers and peers. On the other hand, Lindvall and Ryve (2019) argue that limiting teachers' discretion may come at the cost of teacher professionalism and motivation. Based on these arguments, one question that may be posed is what potential different forms of collaborative PD provide for meaningful negotiation between external ideas and present practice.…”