classroom to facilitate for learning and to deal with expected and unexpected input. Within the constructiv, paradigm, the social surroundings are seen as decisive for how the individual learns, and develops. guided by a published agenda. In addition, the studies indicate the importance of both indivi, connected factors in development activities that elaborate on Desimone’s (2009), characteristics. K.A. However, the researchers, found that participation in a professional community did not ne, development. Teacher learning in the context of. Collinson et al. A mixed methods approach was used to explore students’ strategy use in online discussions. Darling-Hammond, L., and N. Richardson. Theme 3: Teacher co-operation for teachers’ learning, Teacher co-operation is a theme for several researchers exami, The American researchers Levine and Marcus (2010) clai, research work shows that participation in co-operating communities influences, teachers’ practices and improves pupils’ learning. They, important finding of the study is that teachers learn in different ways, and that the, support provided for teachers’ learning, therefore, must be different, article published in 2011 based on a case study of four of the 32 teachers in the study, mentioned above, Hoekstra and Korthagen present findings indicating that the, whole person must be considered, and that cognitive, action, motivational aspects must be included as key factors in the professional development, of teachers. “Teaching Profession for the 21st Century” is a joint attempt to respond to the above challenges. For example, the teachers must have a will to learn, and there must be, more than merely adequate time and resources. 1987. Research has also been conducted into the kind of changes teachers’ learning, may lead to. Received 9 February 2012; resubmitted 3 August 2012; final version received 30 August 2012, The article reviews studies that focus on the, The review is framed by theories within the constructivist, To attempt to answer the research question, a, The review of articles shows that both individual and organisa-, teacher professional development; teacher learning; further, First, theories on learning are presented, followed by a, ten 2005). Teacher professional leadership in. support this (Bolam et al. The analysis process involved identifying patterns in the data - recurring ideas and perspectives that depicted the social world studied. Teacher learning in a context of educational change: Informal learning versus systematically supported learning. © 2008-2020 ResearchGate GmbH. Washington, DC: U.S. Department of Education, Regional, Zimmerman, B.J. Kennedy found that it was very important that school leaders created a, positive atmosphere and constructive relationships between colleagues, and that an, aim for teacher training must be that the teachers-to-be must learn to give each other, feedback. Lesson study means that teacher, class together, and then one of them teaches this class for the allotted period while, the others observe. Glazier, J.A. Newbury Park, CA: Sage Publications, Inc. In the cognitivist paradigm, learning takes place when an individual is taught or is mentally stimulated, ways, and in the constructivist paradigm, knowledge is perceived as the construction, of meaning and understanding within social interaction. The study, also showed that this work strengthened colleagues’ sen, teacher self-efficacy in a teaching context. The findings suggest that a key, This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. Professional Develop?ment in China?s Higher Education and their ramification on Students? Quantitative and qualitative data was collected from EFL lecturers and academic managers at 14 public universities across the country, and national educational policies were also examined. 2011a. The teachers found that they developed trust in each oth, and that these common reflections were useful for their teaching. Pintrich, and M. Zeidner, 1–9. Prawat, R.S. Results show that the collaborative features of Learning Study provide opportunities for teachers to create shared knowledge, values and beliefs. Pupil learning outcome was related to, personal, social and academic outcome. Professional development for teachers: a world of change. Individual assessment of teachers according to professional standards is also, highlighted in an article presenting a comparative study of primary schools in, England and Finland. the learner is perceived as active in the learning process. They refer to qualitative analyses of, what characterises good teachers. nale studie av undervisning og læring [OECD’s international study of teaching and, learning]. Teaching Council of England. We build on the accountability, professional development, and school context literature and expand the explanatory framework to include teacher experience with, and use of, school-based professional development in instructional practices. Part 1, "Set the Stage for Powerful Professional Learning," includes: (1) "The Case for Powerful Professional Learning"; (2) "Stretch Goals, Deep Change, and a Compelling Vision"; and (3) "A Compelling Vision for Professional … All content in this area was uploaded by May Britt Postholm on Apr 23, 2015, This article was downloaded by: [Universitetbiblioteket I T, Informa Ltd Registered in England and Wales R, office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK, Publication details, including instructions for authors and, “Content”) contained in the publications on our platform. 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