Transformational professional development: (re)claiming agency and change (in the margins)

Lambirth, Andrew; Cabral, Ana; McDonald, Roger

doi:10.1080/13664530.2019.1605407

Cited by 10 publications

(2 citation statements)

References 34 publications

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“…One strength of the working group model was empowering school staff to present their knowledge and challenge the status quo in how staff professional development resources are created. More than this, the working group gave agency to school staff in producing a resource that gives ownership to the practitioner as they use it; crucial elements in producing contextually‐based best practice (Ketelaar et al, 2012; Lambirth et al, 2019). Although the literature, and government directives, concentrate on teachers in their focus on school improvements, we wanted to include the wider staff team who often provide more support to children with ADHD (Department for Education, 2016; Groom & Rose, 2005; Lambirth et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Using a collaborative working group model to develop an ADHD resource for school staff

Ward

Kovshoff

Kreppner

2023

British Educational Res J

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Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co‐construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web‐based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio‐cultural and political landscape of the project and the impact of COVID‐19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research–practice gap and the need for diversity of voices to be heard across the school. Knowledge co‐construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence‐based knowledge.

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Section: Discussionmentioning

confidence: 99%

Using a collaborative working group model to develop an ADHD resource for school staff

Ward

Kovshoff

Kreppner

2023

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Dewey 1938Dewey /1997Schön 1987, Van Manen 2008. This complex process has been researched as individual-and community-based activity that can promote teacher development as compliance with mandated policies or support the autonomy and agency of educators (Borko et al 2010, Lambirth et al 2019. Individual teacher development has been framed in terms of professional maturation through service (e.g.…”

Section: Approaches To Teacher Developmentmentioning

confidence: 99%

Teacher development through language-related innovation in a decentralised educational system

Moate

Lempel

Palojärvi

et al. 2021

Professional Development in Education

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A systematic research review of teachers’ professional development as a policy instrument

Kirsten

2020

Educational Research Review

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Transformational professional development: (re)claiming agency and change (in the margins)

Cited by 10 publications

References 34 publications

Using a collaborative working group model to develop an ADHD resource for school staff

Using a collaborative working group model to develop an ADHD resource for school staff

Teacher development through language-related innovation in a decentralised educational system

A systematic research review of teachers’ professional development as a policy instrument

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