Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities

Olson, Margaret R.; Craig, Cheryl J.

doi:10.1016/s0742-051x(01)00023-3

Cited by 156 publications

(71 citation statements)

References 16 publications

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“…Thus, we hoped to provide a more in-depth view of the interrelations among beliefs, memorable learning events, and perceived outcomes of collaborative knowledge construction. Collaborative teamwork is increasingly being used to stimulate professionals to develop and renew their knowledge and to keep abreast of the demands of their work (Olson & Craig, 2001;Winslow & Bramer, 1994). We conducted our inquiry by asking what professionals considered they had gained from the conversations that would be helpful for 1) problem understanding: increased fine-tuning of knowledge and achieving new insights about their own practice, 2) perspective shift: to become more open to and acknowledging ideas advanced by other people in their team, which could lead to conceptual change and knowledge transformation, and 3) commitment: developing a readiness to engage in collaborative exchange and a willingness to share (sometimes) private knowledge for the benefit of improved practice.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing

Tillema

Orland‐Barak

2006

Learning and Instruction

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Section: Conclusion and Discussionmentioning

confidence: 99%

Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing

Tillema

Orland‐Barak

2006

Learning and Instruction

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“…There is an abundance of narrative research that portrays the intricate connections between teacher knowledge and teachers' experiences in a range of educational situations and contexts (Barak, Gidron, &Turniansky, 2010;Carillo & Baguley, 2011;Chan, 2006;Chang & Rosiek 2003;Clandinin & Connelly, 1996;Craig, , 2007Elbaz-Luwisch, 2004;Elbaz-Luwisch, 2010;Mitton Kukner & Akyuz, 2012;Murray Orr & Olson 2007;Olson & Craig 2001;Shields, 2005;Vloet & van Swet 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emerging Critical Literacy in Teachers as Novice Researchers

Kukner

2013

AJTE

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“…We outline the way in which our professional development has been enhanced by having professional learning conversations, which were both cognitively and emotionally nourishing for our practice, as well as being significant personally and professionally. We also show how valuable it was to interrogate our understandings of our professional practice, through awareness developed in a community of colleagues, in a similar way to that discussed by Olson and Craig (2001). In this paper, we suggest that self-study of teacher education is more likely to contribute to effective teacher educator professional development than accountability measures from the outside.…”

mentioning

confidence: 61%

Enhancing teacher education practice through professional learning conversations

Schuck

Aubusson

Buchanan

2008

European Journal of Teacher Education

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The paper discusses the value of peer observation followed by professional learning conversations for the professional development of teacher educators. The authors analyse their shared learning experiences and articulate what challenged them in these experiences. They discuss the ways in which their perceptions of this process differed or were similar. The grounding of the experience in a context of trust and professional relationship was seen as an essential part of the learning process. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.La recherche met en jeu la valeur des observations faites par nos égaux et les discussions de la formation professionelle qui s'ensuivent pour enrichir le développement de ceux qui formeront les futurs enseignants. Les auteurs analysent les expériences communes à chacun lors de leur apprentissage et soulignent les défis rencontrés. Ils comparent les manières selon lesquelles leurs perceptions de ces processus différent les unes des autres mais aussi comment elles se ressemblent. Le fait que l'expérience ait été acquise dans un climat de confiance professionelle est perçu comme un aspect essential du processus d'apprentissage. Les auteurs soulignent l'importance de connaître les conditions émotionelles et personnelles ainsi que l'aspect professionel de la vie des formateurs pour soutenir leur apprentissage au moyen de la combinaison d'observations des égaux, de conversations et d'échanges continus d'expérience professionelle.Dieser Bericht diskutiert den Wert von Beobachtung durch Gleichrangige ('peer observation'), begleitet von professionellen Lerngesprä chen, fü r die pä dagogische Berufsausbildung. Die Autoren analysieren ihre Lernerfahrungen und besprechen, was sie an diesen Erfahrungen herausgefordert hat. Sie besprechen, inwiefern ihre Einschä tzungen des Lernens verschieden oder ä hnlich waren. Die Vertrauens-und professionelle Basis dieser Erfahrung wurde als wesentlicher Teil des Lernprozesses erachtet. Die Autoren betonen die Wichtigkeit der kognitiv-emotionalen und persö nlich-professionellen Lebensaspekte von Lehrern in Ausbildung, denn diese unterstü tzen den Lernprozess durch die Kombination von 'peer observation' und wiederholten professionellen Lerngesprä chen.Este documento presenta el valor de la observació n y la comunicació n entre colegas sobre el aprendizaje y desarrollo professional de educadores de docents. Los autores analizan las experiences compartidas por los docents sobre este proceso de aprendizaje y mencionan los retos de las mismas. Se discutió la manera en que las percepciones de este proceso difieren o se asemejan. Una parte esencial de este proceso de aprendizaje está basado en la confianza mutual y la relació n *Corresponding author. Education, the University of Technology Sydney.

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Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities

Cited by 156 publications

References 16 publications

Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing

Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing

Emerging Critical Literacy in Teachers as Novice Researchers

Enhancing teacher education practice through professional learning conversations

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