Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice

O’Brien, Jim; Jones, Ken

doi:10.1080/19415257.2014.960688

Cited by 43 publications

(19 citation statements)

References 5 publications

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“…However, unlike PIL, this term does not cover what teachers can do individually at their own time, such as web-browsing at home, personal reading, joining an online course, etc. Recently scholars (Nilsson, 2012;O'Brien & Jones, 2014) also come with a new term: professional learning, as a more flexible term for any unstructured learning efforts, either at school or at home. They distinguish the term professional learning from traditional professional development because it is unstructured and highly personalized in nature.…”

Section: A Pil (Personally-initiated Learning) As English Teachers' mentioning

confidence: 99%

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

Utami

2019

celt

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This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted by involving 15 English teachers. The focus group discussion was conducted to see English teachers’ PIL experiences and opinion regarding the PIL preferences found in the survey. The study found that English teachers’ preferences were influenced by their time, family responsibility, ability, age, effect-relevance and school-culture. Besides that, personal motivation was found to be essential in their professional development participation. Suggestions for school administrators are discussed as it reflects the implication of the findings of the study.

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Section: A Pil (Personally-initiated Learning) As English Teachers' mentioning

confidence: 99%

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

Utami

2019

celt

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“…Arguably, discussion of professional learning lacks a developed theory of what is meant by learning. As O’Brien and Jones (2014) point out, the use of different terms is not simply an issue of semantics. Terms used both describe different phenomena and also, I contend, are normative; they convey what the user believes ought to be the focus of effort.…”

Section: Changing Professional Development Landscapesmentioning

confidence: 99%

Enabling adaptive system leadership

Boylan¹

2016

Educational Management Administration & Leadership

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Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher professional development leaders supported by a national programme for mathematics teacher professional development in England. I argue that the teachers’ activities constitute a form of adaptive leadership involving innovating and organising professional development within arenas of leadership, through the processes of mobilising, brokering and the creation of networks. This required engaging in ‘system work’ to fulfil purposes connected to both local and system-wide concerns. The teachers were supported by the enabling leadership of headteachers and by national warrants for exercising leadership. The study demonstrates the value of the analytical framework and indicates that a cadre of teacher system leaders can be developed by attending to the interplay of professional development leadership and a wider system-orientated professional identity and by specific support to develop adaptive leadership capacities and skills.

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“…With the growing need for educational excellence, there has been an increased demand upon teacher professional development as well. However, most of the contemporary literature on professional development found that this alone was insufficient to meet the increasingly complex and urgent demands of the schools; rather, the focus should be on teacher professional learning (O'Brien & Jones, 2014;Timperley, 2011). Therefore, the current paradigm shift in teacher professional growth is towards engaging teachers in meaningful professional learning whereby teachers act as their own agents, proactively taking initiatives to construct knowledge collectively, so as to make positive and lasting differences in student learning.…”

Section: Introductionmentioning

confidence: 99%

An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools

Kareem

Kin

2021

AJUE

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The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain scores and means whereas the t-test and ANOVA were adopted to test the significance of the concerned variables. The result revealed that, i) the schools were rated as Quite Good in practising PLCs; ii) comparing the two dimensions of PLCs, Organizational Factor achieved a higher mean score than Non-organizational Factor; iii) among all the sub-dimensions, Principals’ Commitment and Support achieved the highest whereas External Support System achieved the lowest mean score. The study summarized that although contextual factors such as decentralized school system, the policy environment and teachers’ workload are potential factors that might impact the development of PLCs, the incompetence of the teachers in practising Collaborative Learning, Collective Inquiry and Reflective Dialogue would significantly hinder their professional practices in PLCs. The study offers an analysis in exploring PLCs towards sustained school improvement and may help move the current available literature to a more coherent, theoretical perspective for practical engagement. Keywords: Collective inquiry, External support system, Principals’ commitment and support, Professional learning communities, Reflective dialogue

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Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice

Cited by 43 publications

References 5 publications

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

Enabling adaptive system leadership

An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools

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