Learning from Novice-Expert Interaction in Teachers' Continuing Professional Development

Autor/inn/en	Jin, Xinglin; Li, Tongji; Meirink, Jacobiene; van der Want, Anna; Admiraal, Wilfried
Titel	Learning from Novice-Expert Interaction in Teachers' Continuing Professional Development
Quelle	In: Professional Development in Education, 47 (2021) 5, S.745-762 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Xinglin) ORCID (Admiraal, Wilfried)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1651752
Schlagwörter	Beginning Teachers; Experienced Teachers; Expertise; Professional Development; Teacher Improvement; Teacher Competencies; Learning Processes; Reflective Teaching; Guidance; Pedagogical Content Knowledge; Interaction; Mentors; Foreign Countries; Vocational Education Teachers; China (Shanghai) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Expert appraisal; Lehrkunst; Learning process; Lernprozess; Beratung; Pädagogische Kompetenz; Interaktion; Ausland; Ausbilder
Abstract	Novice-expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers' support is associated with the improvement of novice-teachers' teaching. However, insights into how exactly novice teachers learn with the help of expert teachers are lacking. The learning processes of four novice VET teachers were explored in the context of a professional development project. Data were collected by semi-structured interviews with novice teachers and recordings of novice-expert interactions. A learning model was constructed based on the interconnected model of professional growth. The results showed that novice teachers internalised comments from expert teachers by active reflection and practice. Moreover, this study suggests that teachers' professional development is a complicated long-term process, and that during their development the support from expert teachers is an important external source for novice-teachers. Expert-teachers' support not only provides feedback and suggestions for alternative teaching methods, but also encourages and maintains novice-teachers' learning. The results are discussed in relation to the cultural (Chinese) and educational context (VET). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01