Affordances of Teacher Professional Learning in Secondary Schools

Autor/inn/en	Admiraal, Wilfried; Kruiter, Joke; Lockhorst, Ditte; Schenke, Wouter; Sligte, Henk; Smit, Ben; Tigelaar, Dineke; de Wit, Walter
Titel	Affordances of Teacher Professional Learning in Secondary Schools
Quelle	In: Studies in Continuing Education, 38 (2016) 3, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2015.1114469
Schlagwörter	Secondary School Teachers; Faculty Development; Learning Motivation; Teacher Attitudes; Administrator Attitudes; Educational Policy; Consultants; Intervention; Teacher Collaboration; Educational Practices; Leadership Role; Delphi Technique; Interviews; Learning Activities; Foreign Countries; Likert Scales; Netherlands + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Lehrerverhalten; Politics of education; Bildungspolitik; Consultant; Berater; Lehrerkooperation; Bildungspraxis; Delphi-Methode; Interviewing; Interviewtechnik; Lernaktivität; Ausland; Likert-Skala; Niederlande
Abstract	It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers' professional learning to their school practice with a positive impact on teachers' motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01