Features of effective professional learning: a case study of the implementation of a system-based professional learning model

Labone, Elizabeth; Long, Janette

doi:10.1080/19415257.2014.948689

Cited by 59 publications

(53 citation statements)

References 16 publications

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“…Teacher development has traditionally been referred as PD. However, the term professional learning is becoming common in teacher education (Desimone, ; Labone & Long, ). The movement from teacher development to teacher learning suggests a fundamental change in the conception, assumption of teacher learning (Desimone, , ).…”

Section: Resultsmentioning

confidence: 99%

“…Chen-Feng y siang-Pang, 2011), flexibility to create learning environments (Casquero et al, 20001;(izzardini et al, 2012), support for mobile learning (Chen et al, 2011, n.d.), computing intensive support (Chine, 2010;seony et al, 2012), scalability ((ajendran y Veilumuthu, 2011) and cost saving in hardware and software (González-Martínez et al, 2015), school teachers are still slow in integrating these expensive innovations into their day-to-day practice (Akarawang et al, 2015;Ifenthaler y Schweinbenz, 2013;Muhoza et al, 2014;Nikolopoulou y Gialamas, 2015;Viriyapong y Harfield, 2013). Previous researchers have explained teachers' reluctance to use cloud computing in teaching context through the lens of self-efficacy, that is teachers' low computer selfefficacy, resistance to change (Forehand et al, 2017;Ivy et al, 2017) and environmental factors such as workload structure, limited infrastructure, poor administrative support, lack of time, technical difficulties and poor funding (Summak et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

Celestin

Shao

2018

Int J Training Development

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Researchers and practitioners have spent much time on and given a great deal of attention to the practical characteristics of professional development and its delivery in an attempt to understand the training transfer problem at the workplace. However, when we consider the individual employee as the primary agent of the transfer process, we cannot and should not ignore their perceived self‐rated attributes, motivation and expectations of learning and transfer at the pre‐training stage. In this study, it is hypothesized that, trainees’ answers to the questions ‘can I do this task?’ and ‘do I want to do this task?’ are positively associated with the level of transfer effort performance expectancy. The Learning Transfer System Inventory questionnaire was completed by 213 teachers in high schools and vocational schools in Thailand during their training on cloud computing tools. The findings reveal that a teacher’s personal characteristics (learning readiness, personal transfer efficacy, motivation to transfer, personal capacity and perceived content validity) at the pre‐training stage are significant predictors of transfer effort performance expectancy at the post‐training stage. This study can help training practitioners and managers to enhance learner characteristics prior to training with a view to increasing training transfer.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

Celestin

Shao

2018

Int J Training Development

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“…This kind of learning could manifest itself, for example, in insights into one's ways of thinking and acting, plus the reasons for these, with greater overall self-awareness emerging as a result . Note that we have here adopted the term 'professional learning' as denoting the individual as an active and reflective participant, that is, someone who is responsible for learning and for constructing change at a personal level within a given context (Labone & Long, 2016;Eteläpelto, 2017;Vähäsantanen, Paloniemi, Hökkä & Eteläpelto, 2017a). 9 | F L R simultaneously from the different subsystems of emotions operating within professional learning.…”

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

FLR

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Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. Eteläpelto et al 7 | F L R AcknowledgmentProfessor Anneli Eteläpelto's highly-meritorious professional career in the field of adult education at University of Jyväskylä (Finland) will continue in her new role as an emerita. We greatly appreciate her years of dedication to research, and especially all the inspiring ideas she has introduced over the years! Among other roles, she has served the academic community as the coordinator of EARLI SIG14 "Learning and Professional Development" and hosted the SIG meeting in 2008. Further, she is renowned for her repeated successes in securing prestigious grants from the Academy of Finland and elsewhere. Anyone who has had been fortunate enough to collaborate with Anneli has probably found her an inspiring colleague and, sometimes, surprising in her contributions. In her new role as a professor emerita, she will undoubtedly continue to contribute actively to the discourse on learning and professional development. This special issue describes a starting point for new direction of research, which she has actively advocated, and we hope she will remain involved in these developments also in the future to see the vision for which she advocated fully realised.All the best and warm regards on behalf of all your colleagues! Christian, Raija, Erno, and Stephen 8 | F L R Recent studies have shown that processes of group-based identity learning are particularly imbued...

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“…While faculty commonly assessed their students individually, few understood the rationale for, or the process of, assessing their programs' learning outcomes. As such, I developed a structured model of professional development for the campus based on research on effective professional development (e.g., Forsberg and Wermke 2012; Labone and Long 2014; Lauer et al 2014; Wells 2014) and obstacles to assessment (e.g., Golde et al 2006; Suskie 2009). The model incorporates key features of successful professional development: active learning and reflection; context‐specific content related to normal work contexts, questions, and problems; and expert input and opportunities to interact with peers.…”

Section: Professional Development Modelmentioning

confidence: 99%

Designing Meaningful, Accessible Professional Development in Assessment

Barrette¹

2017

Assessment Update

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Features of effective professional learning: a case study of the implementation of a system-based professional learning model

Cited by 59 publications

References 16 publications

The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

A multi-componential methodology for exploring emotions in learning

Designing Meaningful, Accessible Professional Development in Assessment

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