Critical reflection through personal pronoun analysis (critical analysis) to identify and individualise teacher professional development

Weller, Jacolyn

doi:10.1080/13664530.2018.1507923

Cited by 6 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An established body of research confirms that collaborative reflective practice amongst teachers leads to a higher incidence of change in teacher practice for the betterment of student outcomes (Little, 2020;McGarr et al, 2019;Mitchell & Sackney, 2011;Servage, 2008;Sharma et al, 2011;Turhan & Kirkgoz, 2018;Weller, 2019). However, as Alzayed and Alabdulkareem (2020) suggested, 'this influence greatly depends on providing opportunities that encourage teachers to reflect on their teaching practices and students' learning' (p. 3).…”

Section: Collaborative Reflective Practicementioning

confidence: 99%

A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools

Hudson

2023

Journal of Education

View full text Add to dashboard Cite

This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels.

show abstract

Section: Collaborative Reflective Practicementioning

confidence: 99%

A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools

Hudson

2023

Journal of Education

View full text Add to dashboard Cite

show abstract

Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

View full text Add to dashboard Cite

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

show abstract

Secondary pre-service teachers’ voices of becoming mathematics teachers

Weller

2022

Teachers and Teaching

View full text Add to dashboard Cite

Critical reflection through personal pronoun analysis (critical analysis) to identify and individualise teacher professional development

Cited by 6 publications

References 13 publications

A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools

A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools

Characteristics of research into professional learning across professions: A mapping review

Secondary pre-service teachers’ voices of becoming mathematics teachers

Contact Info

Product

Resources

About