What is teacher learning? A socio‐cultural perspective

Kelly, Peter

doi:10.1080/03054980600884227

Cited by 245 publications

(179 citation statements)

References 29 publications

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“…Such findings suggest that far from being an unproblematic and straightforward endeavour, coach education is very much a negotiated and contested activity. It is, therefore, important for coach educators to recognise, consider, and act in relation to students' pre-existing culturally-influenced knowledge, which coaches bring to their educational endeavours (Kelly, 2006). We believe that acknowledging such realities, which include notions as learner knowledge, knowing, practice and identity (Kelly, 2006), holds much potential for enhanced coach learning through more progressive and engaging coach education provision.…”

Section: Concluding Thoughts: Implications For Coach Education Provisionmentioning

confidence: 99%

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

Chesterfield

Potrac

Jones

2010

Sport, Education and Society

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Chesterfield, G., Potrac, P., Jones, R. (2010) AbstractThe purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the UEFA 'A' Licence in the UK. Using the concepts of the 'dialectic of socialisation', 'studentship', andGoffman's (1959) work on 'the presentation of the self' as analytical pegs, the discussion highlights how the coaches were far from 'empty vessels' waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting, and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision.

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Section: Concluding Thoughts: Implications For Coach Education Provisionmentioning

confidence: 99%

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

Chesterfield

Potrac

Jones

2010

Sport, Education and Society

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“…As far as the on-site-professional development is concerned, this has been found to include multiple routes to teacher development such as mentoring, peer coaching, observing teachers, modelling and providing feedback to other teachers. Practice is enhanced in an on-going process when the continuing professional development of teachers offers richer professional development experiences than is the case with short term teacher development (Kelly, 2006).…”

Section: Research On the In-service Teacher Training And The Continuimentioning

confidence: 99%

School-based Teacher Training in Jordan: Towards On-school Sustainable Professional Development

Alkhawaldeh

2017

Journal of Teacher Education for Sustainability

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Despite the challenges to develop school-based sustainable teacher training and development and the diverse demands to execute this type of teacher professionalism to achieve sustainable teacher development, this new trend seems indispensable both for Jordanian teacher education and many other similar world educational systems. The present qualitative study robustly relied on a set of self-reports developed by 12 doctoral students who took a teacher education course at the University of Jordan in the second semester, 2017. They self-reported on their perspectives on school-based teacher training in terms of its significance, requirements, challenges and possible solutions to develop this route to teacher training in a country which like several other educational systems worldwide was dominated by an academic theory-based route to teacher preparation and qualification. Their self-reports were analysed and their patterns concerning the reasons behind adherence to school-based teacher training and the facilities to promote it and the challenges for school based teacher training were collected and meticulously probed. The findings of the study noticeably advocate school-based teacher training as a major route to teacher training. The participants of the study obviously considered this training route a method to transfer training experience to the teachersí classroom instruction. Some recommendations were proposed calling for adopting this new training approach and conducting further research in this emerging paradigm.

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“…It has been widely recognised that when equipped with strong professional learning capacity, teachers are capable of creating opportunities of professional growth, refining knowledge base continuously and enhancing their efficacy in teaching (Kelly, 2006;Lai, Li & Gong, 2016). However, existing research has seldom revealed how teacher capacity of professional learning (TCPL) has effects on teacher self-efficacy (TSE).…”

Section: Introductionmentioning

confidence: 99%

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

Huang

Pang

2018

PROSOC

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When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection.

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What is teacher learning? A socio‐cultural perspective

Cited by 245 publications

References 29 publications

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

School-based Teacher Training in Jordan: Towards On-school Sustainable Professional Development

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

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