Teacher opportunities to learn : responses and recommendations of grades 6-12 mathematics teachers from one district

Appova, Aina

doi:10.32469/10355/6845

Cited by 3 publications

(12 citation statements)

References 46 publications

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“…Although this confidence relates positively to reduced levels of stress, which is good, it does not always enhance teacher learning (e.g., Nawab, 2011;Rolls & Plauborgh, 2009). More experienced teachers have less need for professional development because they feel that they have already acquired the necessary skills (Appova, 2009;Cameron et al, 2013;Flores, 2005;Nawab, 2011). However, in an era of continuous change and lifelong learning, this attitude seems outdated.…”

Section: Discussionmentioning

confidence: 99%

“…On a more positive note, more experienced teachers learn more than their starting colleagues in a holistic manner. They do not take an isolated view of their classroom as many beginning teachers do; rather, they make relations and connections with the wider context (Appova, 2009;Retallick, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…As previously mentioned, 74 studies were included in the analysis. Of these studies the great majority applied qualitative research methods (n = 46), with semistructured interviews as the most common way of collecting data (e.g., Appova, 2009;Ben-Peretz, 2002;Fox, Deaney, & Wilson, 2010;Lisahunter, Tinning, Flanagan, & MacDonald, 2011), although several authors also conducted intensive case studies (e.g., Cedefop, 2007;Clement & Vandenberghe, 2001;Jurasaite-Harbison, 2008;Nawab, 2011). Of the remaining studies, 15 applied a mixed-method approach, usually combining a quantitative survey and interviews (e.g., Desimone et al, 2014;Dunn & Shriner, 1999;Kwakman, 2003;Maaranen, Kynäslahti, & Krokfors, 2008).…”

Section: General Characteristics Of the Reviewed Studiesmentioning

confidence: 99%

“…Studies comparing beginning and more experienced teachers reported overall that beginning teachers demonstrated a greater need for professional development as well as higher motivation and eagerness for learning than more experienced teachers (Appova, 2009;Cameron et al, 2013;Flores, 2005;Richter et al, 2011). Nawab (2011) also reported that some experienced teachers in Pakistan believed that they had mastered the required skills and therefore did not feel the need for further improvement.…”

Section: Antecedentsmentioning

confidence: 99%

“…In terms of learning outcomes, it can be concluded that beginning and more experienced teachers have different needs (Appova, 2009;Flores, 2005;Retallick, 1999). The studies by Appova (2009) and Retallick (1999) added that beginning teachers mainly learn skills and knowledge that are relevant for their own classroom, whereas more experienced teachers are able to make connections between their classroom and the wider context. Overall, beginning teachers are more directed toward pragmatic learning outcomes (Flores, 2005).…”

Section: Learning Outcomesmentioning

confidence: 99%

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Teachers’ Everyday Professional Development

Kyndt

Gijbels

Grosemans

et al. 2016

Review of Educational Research

278

107

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Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: General Characteristics Of the Reviewed Studiesmentioning

confidence: 99%

Section: Antecedentsmentioning

confidence: 99%

Section: Learning Outcomesmentioning

confidence: 99%

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Teachers’ Everyday Professional Development

Kyndt

Gijbels

Grosemans

et al. 2016

Review of Educational Research

278

107

View full text Add to dashboard Cite

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Öğretmen Özerkliği Çerçevesinden Hizmet İçi Eğitimler ve Öğretmenlerin Görüşleri

Avcı¹

2022

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

Golightly

2022

JoGEA

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This study explores the relationship between teaching experience of geography teachers and their involvement in self-directed professional development (SDPD) activities to enhance their geography knowledge, skills and attitudes, understanding and development in the geography curriculum areas, as well as teaching and learning practices. A non-experimental survey design was employed in the study. Grade 10 to 12 geography teachers (n = 130) from the Dr Kenneth Kaunda and Bojanala Platinum districts in the North West province in South Africa with different amounts of teaching experience in geography education who attended the scheduled geography meeting with their respective subject advisors, completed a questionnaire on SDPD activities in geography education, developed by the researcher. The analysis of the results did not establish any relationship between geography teachers’ teaching experience and their involvement in SDPD activities. In this study the practical significance was calculated to indicate whether the difference between the geography teachers with different teaching experiences and their involvement in SDPD activities is large enough to have an effect in practice. Medium to small practically significant differences between early-, mid- and late-career geography teachers’ involvement in reading articles and books, watching videos, consulting role-players and experimentation were reported. Interestingly, medium practically significant differences were reported between mid-career and late-career geography teachers in conducting self-directed research in geomorphology, development geography and geographical information systems.

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Teacher opportunities to learn : responses and recommendations of grades 6-12 mathematics teachers from one district

Cited by 3 publications

References 46 publications

Teachers’ Everyday Professional Development

Teachers’ Everyday Professional Development

Öğretmen Özerkliği Çerçevesinden Hizmet İçi Eğitimler ve Öğretmenlerin Görüşleri

The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

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