What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?

Abstract

Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours and practices. This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers' agency in their own development.Teachers' use of two primary science frameworks are considered: the Trajectory of Professional Development (TOPD) (Bianchi 2017) for subject leadership, and the Teacher Assessment in Primary Science (TAPS) (Davies et al. 2017) for assessment leadership. Analysis of teacher survey data on use of the frameworks identified teacher agency and the impact of shared professional language as key themes. The paper's conclusions build on the work of Kennedy (2014) in suggesting frameworks offer malleable tools for reflective dialogue between teachers. The authors discuss how the explicit identification of progression in behaviours and practices within the two frameworks supported teachers to develop a shared language and understanding of subject leadership, identifying next steps for their own professional learning. They make the case that the frameworks are not sufficient on their own, they can only offer non-situated explanations of development, and that for them to be of greatest benefit they need to stimulate professional dialogue and exemplification in relation to the learner's own context.

Innovation in Teacher Professional Learning in Europe

“…Given the complexity of this policy and research scenario, we can assume that a CPD plan, at the school or system level, can help in understanding how students' educational outcomes relate to teachers' PL (Earle & Bianchi, 2021; or professional cognition systems (Bakkenes, Vermunt & Wubbels, 2010). In this perspective, PL can include all activities of CPD for and by in-service teachers inside or outside a systemic policy (Earle & Bianchi, 2021). This chapter's primary focus is to carry out the concept of teacher professional learning (PL) as an outcome through the definition of a system of literature-based indicators.…”

“…The third category refers to increasing professional autonomy and agency (Earle & Bianchi, 2021;. Agency may be conceptualized as a personal ability to make intentional decisions and finalize these decisions and overcome environmental barriers to reshape the professional context (Hilal et al, 2022).…”

Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning

“…The integrations are considered the basis for making continuing, principled resolutions about practice. (Earle & Bianchi, 2022;Goodwin et al, 2014;Menter, Ian et al, 2014;Richmond & Floden, 2018)…”

“…Teacher education provides professional learning approaches that largely focus on building new competencies, knowledge, and skills to enhance teachers' existing understandings that correspond with the new information and therefore can be integrated readily into their current practice. (Beauchamp et al, 2015b;Earle & Bianchi, 2022;Griffin, 2012;Patfield et al, 2021;Swai et al, 2022;Vangrieken et al, 2015) Meet diverse teacher professional needs Teacher professional learning is designed by the context in which the teacher practices and it is vital to set up environments that are responsive to the ways that teacher's learning may occur. (Bates & Morgan, 2018;Evans, 2014;Lay et al, 2020;O'Brien et al, 2022;Patfield et Teacher education in Tanzania is featured by the basic issues of recruitment, curriculum, structure, financing, governance, accreditation and standards that are taken into account in making decisions related to the teaching profession.…”

“…Besides, some of the literature has notably shown to use the term 'teacher's professional development interchangeably with 'teacher professional learning' while some consider them to be different. However, teacher professional learning is essentially growth in practice (Earle & Bianchi, 2022), which values teachers' active engagement, teacher's voice creation, inquiry, collaboration, and reflection (Cameron et al, 2013;Conroy et al, 2013). This type of learning occurs through professional learning groups within and beyond schools, through teachers' networks, or structured special interest groups confined in school communities or online (Cameron et al, 2013).…”