Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China

Shen, Bin; Bai, Barry

doi:10.1080/02607476.2019.1639265

Cited by 10 publications

(6 citation statements)

References 5 publications

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“…The focus on real practices and long-term training in the school context provided opportunities for the continuation of reflection, dialogue and experimenting with new practices. This finding indicates that teachers prefer experiences that are appropriate for their needs and immediately executable in their classrooms (Ciampa and Gallagher 2016;Shen and Bai 2019). It also confirms that the reflective practice is more influential when it relies on data derived from practice and experimentation, wherein reflection and dialogue waver between theory and practice (Garrison, Anderson, and Archer 2000;Garrison 2013).…”

Section: Discussionmentioning

confidence: 68%

“…However, Kuh (2016) argues that teachers' discussions may turn to talks on general issues rather than deliberations on teaching and learning if no clear rules are established to ensure a focus on examining practices as a group goal. In addition, teachers need to help transform their knowledge into practical actions they can practice in their classrooms (Mohammad 2014;Shen and Bai 2019). This draws attention to the need for a facilitator to guide teacher teams towards building and applying knowledge.…”

Section: Reflective Practicementioning

confidence: 99%

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Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Alzayed¹,

Alabdulkareem

2020

Journal of Education for Teaching

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The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls' high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work. The study sought to understand how reflective practice enhances the cognitive presence levels, namely triggering event; exploration; integration and resolution, in a teacher's PLC. Data sources included transcripts of face-toface and online discussions and focus group interviews. Analysis of discussions revealed that the participants were capable of movement through the four levels of cognitive presence, reaching the higher levels in which knowledge is built and applied. Interviews analyses generated four themes indicating factors that contribute to the emergence of higher levels of cognitive presence during the reflective practice programme. These factors comprise focus on experience and real practice, long-term training in the school context, social cohesion and the facilitator's role. This study provides evidence for the potential of reflective practice to support teachers' learning in PLCs. At the same time, it calls for further research on effective methods that facilitators of reflective practice use to prompt this learning.

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Section: Discussionmentioning

confidence: 68%

Section: Reflective Practicementioning

confidence: 99%

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Alzayed¹,

Alabdulkareem

2020

Journal of Education for Teaching

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“…Teamwork skills were also delivered at the TCA training aiming at increasing teacher commitment. With teamwork skills, teachers have an awareness of doing the task as a shared responsibility, contributing to each other in solving problems, maximizing the potential, and willingness to share with the group (Shen & Bai, 2019). These indicators could increase teacher commitment (Moses et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Softs Skills Teacher Camp of Adventure Training to increase teachers' commitment in Pathani Thailand

Suyono

Buenae

2020

HUMANITAS

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Pathani people (Buenae, 2017). Research has shown that the diverse religious practices between the Pathani people and most Thai people have contributed to the dynamic of conflict in Southern Thailand (Engvall & Andersson, 2014). Other studies have noted that the differing belief between the Pathanis and general public in Thailand also causes conflict to arise (Harish, S., 2006). There is a resistance because the government is trying to assimilate cultures and religions that are different from the culture of the Pathani people (Pongsudhirak, 2006). The conflict that took place in Pathani impacts the level of commitment of teachers who teach at Pathani, with teachers fearing the implication of having to teach in conflict areas. Previous reports that highlighted that 200 teachers died as victims of violence during the conflict also resulting teachers prefer to stay at home to avoid acts of violence and to remain safe (Buenae, 2017). Commitment can be understood as individual psychological reactions to their work. A person who is highly committed to his/her work will give an emotional, psychological response, as shown in his/her liking or love for his/her work (Lee, T. et al., 2000). Commitment can also be explained as a psychological strength, self-identification, and

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“…As a part of the process of teachers undertaking development activities, creating opportunities for having a shared perceptual field, for example through coteaching (Gallo-Fox and Scantlebury 2016), reciprocal coaching (Bai, Song, and Zhang 2019) or dialogical reflection (Sulzer and Dunn 2019), offers scope for reducing the fear of vulnerability that can arise when performance is one-sided (Dolezal 2017;Hoff 2016). Collaborative practitioner research (Christie and Menter 2009;Shen and Bai 2019) also suggests the potential for powerful shared professional growth.…”

Section: ) Support To Create a Shared Perceptual Field For Developmen...mentioning

confidence: 99%

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Campbell

2022

Journal of Education for Teaching

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Empathy is a form of perception in which individuals access the perspectives of others about the world in order to build knowledge about it. It is also a source of self-knowledge because, as a consequence of learning how others see us, we can regulate and refine how we see ourselves. Empathy is, therefore, an important capacity through which social cohesion is created. The aim of this paper is to consider the role of professional empathy between teachers when they engage in collective professional development activities, recognising that fear of the critical gaze and the potential for shame can inhibit participation. In order to do this, phenomenological ideas in relation to the formation of social bonds and empathy are explored. Ideas of professional visibility as a form of vulnerability are also examined. This paper explores the importance of professional empathy then posits the need for it to promote effective collective teacher development. A framework for enabling a culture of professional empathy in support of teacher professional growth is offered that highlights the need for three simultaneous forms of engagement; the collective, the interpersonal and the individual.

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Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China

Cited by 10 publications

References 5 publications

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Softs Skills Teacher Camp of Adventure Training to increase teachers' commitment in Pathani Thailand

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

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