The design and impact of professional development activities in a diverse international education reform context

McChesney, Katrina

doi:10.1016/j.tate.2022.103882

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…Sims et al's [67] identified statistically significant correlations between the number of mechanisms realised in PD and changes in student learning outcomes; further, PD where mechanisms according to all four principles were implemented ('balanced PD design') demonstrated a higher impact on student learning outcomes than PD that lacked mechanisms according to any of the four principles ('unbalanced design'). Compared with previous studies [71] dedicated to the conceptualisation of effective PD, Sims et al [67] took into account only quantitative studies where effects on student learning outcomes were measured.…”

Section: Insights (I)mentioning

confidence: 99%

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

Bufasi,

Čakāne,

Greitans

et al. 2024

Education Sciences

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This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.

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Section: Insights (I)mentioning

confidence: 99%

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

Bufasi,

Čakāne,

Greitans

et al. 2024

Education Sciences

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“…Recent research has highlighted the complexities associated with the extent to which TPLD leads to positive teaching and learning impacts. The previous assumption that the design of TPLD was the key driver for subsequent impact has been increasingly challenged (Bobis et al, 2020;Hill et al, 2013;Jacob et al, 2017;Kennedy, 2016;McChesney, 2022). Instead, there have been calls for increased consideration of the complexity of teacher learning (Boylan et al, 2018;Clarke & Hollingsworth, 2002;Strom & Viesca, 2021), the role of teacher-related factors (Carpendale et al, 2021;Clarke & Hollingsworth, 2002;Kennedy, 2014), and the role of contextual factors (Cameron et al, 2013;McChesney & Aldridge, 2021;Opfer & Pedder, 2011).…”

Section: Teacher Professional Learning and Developmentmentioning

confidence: 99%

“…It can be extremely challenging to ensure that investments in teacher professional learning and development (TPLD) opportunities lead to enhanced teaching and learning outcomes (Hill et al, 2013;Lauer et al, 2014;McChesney, 2022;McChesney & Aldridge, 2019, 2021TNTP, 2015). The trajectory from TPLD opportunities to teacher and student impacts is complex and affected by a range of factors that are not yet adequately understood (McChesney & Aldridge, 2021).…”

Section: Introductionmentioning

confidence: 99%

How school culture affects teachers’ classroom implementation of learning from professional development

McChesney

Cross

2023

Learning Environ Res

Self Cite

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A core element of almost all educational improvement efforts is an intention to improve teacher practice in order to enhance student- and system-level outcomes. To this end, a range of strategies are deployed to facilitate teacher professional learning and development, with great investments of time, financial, and human resources. However, the environments in which teachers learn and their impact on teachers’ implementation of new learning remain underexamined. By considering how the psychosocial learning environments present in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers’ classroom implementation of their professional learning. Qualitative data were gathered from 36 teachers in New Zealand through focus groups and analysed via reflexive thematic analysis following a latent inductive approach. Five areas of school climate and culture were identified that, according to the teachers, affected their implementation of new professional learning. These areas were: leadership engagement/actions; the change environment; relationships; beliefs and attitudes related to TPLD; and all being on the same page. Understanding the roles these five areas play provides insights into how school leaders and policymakers can seek to shape the learning environments that surround teachers’ daily classroom practice in order to facilitate learning and improvement for all.

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A pragmatic meta-model to navigate complexity in teachers’ professional Learning

King,

Poekert,

Pierre

2023

Professional Development in Education

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The design and impact of professional development activities in a diverse international education reform context

Cited by 5 publications

References 39 publications

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

How school culture affects teachers’ classroom implementation of learning from professional development

A pragmatic meta-model to navigate complexity in teachers’ professional Learning

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