Sustained professional development on cooperative learning. Impact on six teachers' practices and students' learning.

Autor/in	Goodyear, Victoria A.
Titel	Sustained professional development on cooperative learning. Impact on six teachers' practices and students' learning. Gefälligkeitsübersetzung: Kontinuierliche berufliche Fortbildung zu kooperativem Lernen. Der Einfluss auf das Verhalten von sechs Lehrern und auf das Lernen von Schülern.
Quelle	In: Research quarterly for exercise and sport, 88 (2017) 1, S. 83-94 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2016.1263381
Schlagwörter	Fallstudie; Lehrerfortbildung; Lehrerverhalten; Lernerfolg; Motorisches Lernen; Soziales Lernen; Didaktik; Gruppenarbeit; Lernmethode; Unterrichtsgestaltung; Unterrichtsmethode; Sportpädagogik; Sportunterricht; Weiterbildung; Kooperation
Abstract	Purpose: It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Method: Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. Results: (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Conclusions: Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn - differently - and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/4