Using Teacher Collective Efficacy as a Conceptual Framework for Teacher Professional Learning -- A Case Study

Autor/inn/en	Loughland, Tony; Nguyen, Hoa T. M.
Titel	Using Teacher Collective Efficacy as a Conceptual Framework for Teacher Professional Learning -- A Case Study
Quelle	In: Australian Journal of Education, 64 (2020) 2, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loughland, Tony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120908968
Schlagwörter	Professional Development; Teacher Collaboration; Cooperative Planning; Elementary School Teachers; Elementary School Science; Self Efficacy; Mastery Learning; Mentors; Program Effectiveness; Foreign Countries; Reflection; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Ausland; Australien
Abstract	There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers' sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher's professional learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01