Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union

Rigney, James; Dana, Nancy Fichtman; Vanderhauwaert, Rik

doi:10.1016/j.tate.2020.103212

Cited by 6 publications

(2 citation statements)

References 30 publications

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“…This article addresses the creation of professional learning communities as a form of interrelation among teachers, generating diverse results that impact student learning (Krichesky & Murillo, 2011). Previous studies on this topic have been carried out in educational systems of different countries (amongst the most recent ones: Brown et al, 2018;Feldman, 2020;Hairon et al, 2019;Prenger et al, 2018;Rigney et al, 2021). Even though some of these investigations focus on different aspects of professional learning communities, generally, they agree in highlighting that this level of organization among teachers favors professional development based on critical reflection and evidence-based practices, increases teachers' well-being, and improves motivation for work (Antinluoma, 2018;Cholifah & Oktaviani, 2019;Donoso, 2020;Vaillant, 2019).…”

Section: Introductionmentioning

confidence: 99%

Professional learning communities in initial teacher education in Uruguay: social network analysis

Cabrera Borges,

Tejera Techera,

Questa-Torterolo

2023

Cuad. Investig. Educ.

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This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties.

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Section: Introductionmentioning

confidence: 99%

Professional learning communities in initial teacher education in Uruguay: social network analysis

Cabrera Borges,

Tejera Techera,

Questa-Torterolo

2023

Cuad. Investig. Educ.

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“…Teachers' professional knowledge is considered central to student learning (Evens et al, 2018). Professional teachers must be able to focus on learning materials, to foster so that active learning is created, the duration of learning can be effective, and class participation can be comprehensive (Rigney et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Science Teacher's Professionalism In Planning Practical Learning Activities

Lestari,

Surtikanti,

Rahman

2023

SLJIL

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Learning is a process of interaction between students and educators and learning resources in a learning environment. Teachers should always carry out self-development so that they always perform optimally in providing knowledge and being facilitators for students. The implications of teacher professional development relate to the quality of education. Professional development of teachers is very important to improve the quality of schools, the way teachers teach, and student achievement. Teachers participate in several types of professional development, including activities to improve knowledge, skills and attitudes. Practical learning is an activity that is closely related to teacher professionalism, carried out with the aim of getting the opportunity to test and apply theory using laboratory facilities/outside the laboratory. Practical learning is described as an activity that invites students' positive attitudes from the conditioning created by the teacher

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Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program

Wang,

2025

The Internet and Higher Education

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Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union

Cited by 6 publications

References 30 publications

Professional learning communities in initial teacher education in Uruguay: social network analysis

Professional learning communities in initial teacher education in Uruguay: social network analysis

Science Teacher's Professionalism In Planning Practical Learning Activities

Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program

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