Elaborating a Model for Teacher Professional Learning to Sustain Improvement in Teaching Practice

Autor/inn/en	Thompson, Pauline W.; Kriewaldt, Jeana A.; Redman, Christine
Titel	Elaborating a Model for Teacher Professional Learning to Sustain Improvement in Teaching Practice
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 2, S.81-103, Artikel 5 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Models; Faculty Development; Educational Improvement; Teacher Attitudes; Teacher Workshops; Program Effectiveness; Secondary School Teachers; Teaching Methods; Foreign Countries; Teacher Collaboration; Video Technology; Lesson Plans; Speech Acts; Grammar; Form Classes (Languages); Discourse Analysis; Educational Change; Trust (Psychology); Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Sprechakt; Grammatik; Analytischer Sprachbau; Diskursanalyse; Bildungsreform; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers' viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program tracked teachers as they participated in workshops and then applied the learning to their classrooms. Our results suggest five interacting characteristics that contributed to improvements in teaching practice. These findings underpin the development of a process model of professional learning, that we call the Iterative Model of Professional Learning (IMPL). (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01