Teacher agency in professional development programmes – A case study of professional development material and collegial discussion

Insulander, Eva; Brehmer, Daniel; Ryve, Andreas

doi:10.1016/j.lcsi.2019.100330

Cited by 15 publications

(13 citation statements)

References 26 publications

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“…La agencia está emergiendo como un concepto clave, presente en debates cada vez más intensos sobre la formación de los futuros formadores (Lipponen y Kumpulainen, 2011;Insulander et al, 2019). A pesar de su reconocida importancia, se han realizado pocos estudios empíricos, y solo algunos se han centrado explícitamente en la formación y la agencia de los docentes (Tao y Gao, 2017;Ukkonen-Mikkola y Varpanen, 2020).…”

Section: Formación Docente Inicial Tic Y Genciaunclassified

Experiencia educativa en virtualidad. Percepciones de futuros formadores sobre una agencia en construcción

Rigo

Guarido

Amaya

et al. 2022

Puriq

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La investigación que se presenta tuvo como objetivo estudiar las percepciones sobre el desarrollo de la agencia de un grupo de estudiantes universitarios, a lo largo de una experiencia educativa mediada por las Tecnologías de la Información y la Comunicación en el contexto de un programa de formación docente. El estudio se enmarcó en un diseño cualitativo interpretativo, en el que participaron 44 sujetos matriculados en diversos profesorados de la UNRC, Argentina. Para la recolección de datos se utilizaron entrevistas grupales, analizadas con el ATLAS.ti. Las categorías emergentes dan cuenta de una agencia que se define como interactiva y contextual que se construye, junto a otros, frente a los desafíos que surgen en situaciones educativas reales e inciertas. De manera que, experiencias atravesadas por las tecnologías digitales permiten a los estudiantes desplegar acciones y comportamientos diversos. Los resultados permiten repensar las prácticas educativas que se enmarcan dentro de los entornos institucionales, ofrecer espacios genuinos de discusión e intercambios entre disciplinas para generar rupturas en prácticas rutinarias en pos de integrar nuevos recursos digitales a la formación de futuros docentes.

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Section: Formación Docente Inicial Tic Y Genciaunclassified

Experiencia educativa en virtualidad. Percepciones de futuros formadores sobre una agencia en construcción

Rigo

Guarido

Amaya

et al. 2022

Puriq

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“…In a previous study (Kaufmann & Ryve, 2019) we analyzed teachers' collegial discussions with the aim of theorizing about how the teachers' role was constructed collegially. These collegial discussions were part of a large professional development program for mathematics teachers (Boost for Mathematics, BfM, Insulander et al, 2019, Steenbrugge et al, 2018, and the analysis of the collegial discussions resulted in the identification of three main discourses within which teachers tended to navigate and position themselves. Three discourses emerged from the analysis of collegial discussion data: a traditional discourse, a reformoriented discourse (see, e.g., Kilpatrick et al, 2001;Munter et al, 2015;Valoyes-Chávez, 2019), and a democratic teacher role discourse.…”

Section: The Casementioning

confidence: 99%

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Matta¹,

Kaufmann²,

Ryve³

2022

NTQR

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In this paper, we discuss a set of procedures for the visualization of conversation data, based on machine learning and text mining algorithms. The methodological function of these visualization methods is to support (rather than substitute) humanistic and interpretive qualitative data analysis. The context of our methodological discussion is the study of teachers’ learning communities. Enabling collegial learning among teachers has been argued to play a pivotal role in both teachers’ professional development and students’ learning. The problem is that the interpretive study of collegial discussions among teachers, which are typically considered a fruitful context for the study of teachers' collegial learning, is both time-consuming and cognitively demanding. Several scholars have discussed the potential of including machine learning and text mining in the toolbox of qualitative data analysis as a way to analyze large qualitative data sets and solve the time demand problem. However, the literature discussing the use of machine learning and text mining for qualitative research typically conceives the algorithms as substitutes for the work of the researcher. These automatized approaches are introduced to categorize the data, substituting the researcher in the analysis process. In contrast, we discuss the potential rewards of using automatized methods to support the analysis of teachers’ collegial discussions. We introduce a set of visualization procedures based on semi-supervised topic modeling and supervised classification algorithms and discuss how these visualizations can provide additional elements useful for the analysis of collegial discussions. Whereas these visualizations do not substitute interpretive analysis, we argue that they can support researchers’ interpretations by reducing data, identifying patterns of interactions, and possibly, visualizing group-level learning.

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“…National evaluations (Österholm et al, 2016;Ramböll, 2016) and research studies (e.g., Boesen et al, 2015;Insulander et al, 2019;Lindvall et al, 2018;Van Steenbrugge et al, 2018) of BfM have been conducted, focusing on different aspects of its implementation or impacts on teachers, instruction, and students. Only two of these, however, have emphasized issues that are in focus in the present study: the impact of BfM on mathematics instruction (Österholm et al, 2016) and on student achievement (Lindvall et al, 2018).…”

Section: Previous Evaluations and Studies Of Boost For Mathematicsmentioning

confidence: 99%

“…They can function as a tool to allow teachers to focus on specific aspects of their practice instead of everything at once (Kazemi & Hubbard, 2008). In fact, two recent studies investigating how different PD materials from BfM supported teachers' negotiation of meaning around these resources (Insulander et al, 2019;Van Steenbrugge et al, 2018) indicate that more prescriptive materials (e.g., suggesting certain teacher actions) supported teachers' participation around central didactical ideas in the collegial discussions to a higher extent than did materials that rely on teachers drawing on their previous knowledge and making independent judgements. This supports Grossman and McDonald's (2008) call for increased levels of pedagogies of enactment.…”

Section: The Professional Development Program's Designmentioning

confidence: 99%

Impact and Design of a National-scale Professional Development Program for Mathematics Teachers

Lindvall

Helenius

Eriksson

et al. 2021

Scandinavian Journal of Educational Research

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By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers' instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.

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Teacher agency in professional development programmes – A case study of professional development material and collegial discussion

Cited by 15 publications

References 26 publications

Experiencia educativa en virtualidad. Percepciones de futuros formadores sobre una agencia en construcción

Experiencia educativa en virtualidad. Percepciones de futuros formadores sobre una agencia en construcción

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Impact and Design of a National-scale Professional Development Program for Mathematics Teachers

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