Collaboration and self-regulation in teachers’ professional development

Teacher learning in the context of a continuing professional development programme: A case study

“…Although teachers may be engaged in the same visible activities, they may use different thinking processes that may also lead to different learning outcomes. Thinking processes that are supposed to direct the teachers' learning activities are called regulation processes (Butler, Novak Lauscher, Jarvis-Selinger, & Beckingham, 2004). Below, we will elaborate on these processes.…”

Teachers’ Emotions in Teacher Development: Do They Matter?

“…The literature often mentions the limited efficacy of further educational programs for teachers, since they have seldom created change in teaching practices (Adey, 2006;Butler, Novak Lauscher, Jarvis-Selinger, & Beckingham, 2004;Reznitskaya & Gregory, 2013;van den Bergh, Ros, & Beijaard, 2015). Berson et al (2015) therefore claimed that it is necessary to identify the basal mechanisms that lie behind successful implementations of change.…”

Co-planning among science and special education teachers: How do different conceptual lenses help to make sense of the process?

“…We found interviews were routinely conducted in studies investigating collaboration in school-based settings (Butler et al 2004). Written materials (Burbank and Kauchak 2003) and, in one case, observations (Pawan and Ortloff 2011) were sometimes collected in addition to interview data.…”

“…Reported benefits of teacher communities include a shift in their focus from their own teaching to student learning (Kazemi and Franke 2004). Teachers who participate in professional learning communities also describe positive changes in their specific instructional practices, as well as in their general abilities to meet the needs of their students (Butler et al 2004).…”