teachers to learn new knowledge about the subject and education practice, gaining more understanding of pupil needs and classroom management. Theories of self-regulated learning and academic achievement. educational innovation: Learning activities and learning outcomes of experienced teachers. They participated, Providing suﬃcient time for extended opportunities to, Focusing on engaging teachers in the learning process. Change, and may be threatening. 2009. The authoritarian word stands for what can be deﬁned as a, direct transfer of new knowledge, while the authoritative word invites, lecture, many dialogues may arise between listeners and, exchange of words. strengthened and their practice improved. Catalytic tools: Understanding the. Moreover, a positive school culture with a good atmosphere and, understanding of teachers’ learning, in addition to co-operation with external, resource persons, may impact the professional development of teachers. feel collective responsibility for pupil learning. She would also teach classes, for the teachers so that they had the opportunity to observe each other. Teacher trainers have much knowledge, but this, knowledge needs to be out in the practice and shared with the teacher, suggests that the best way of doing this is to have teacher trainers contrib, knowledge in interaction processes in the teachers’ arenas (Cobb, and McCormick 2009; Keung 2009; Opfer and Pedder 2011, Postholm 2011a; Sa, et al. must have the opportunity to determine what they and their pupils need to learn. Teachers developing practice: Reﬂection as key activity. For example, the teachers must have a will to learn, and there must be, more than merely adequate time and resources. 2009. Project Report. co-operation, study shows that in addition to administrative and structural factors making, informal co-operation possible, a culture among teachers that, appreciates learning is also necessary. They also state that it is important for, teachers’ learning that knowledgeable persons in school can be used as a resource in. - Hvordan har UH bidratt i arbeidet med kollektiv læring på skolene - for bedre læring for elevene? Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. In some schools, the, leaders also developed a learning culture where they, learners rather than organisers of learning for others. Teacher professional leadership in. Not all the, activity that facilitate teachers’ learning will necessarily be relevant for all teacher, According to James and McCormick (2009), there may be diﬀerences be, teachers in the same school and in diﬀerent schools. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.Sources of evidence and method: To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. http://www.educationcounts.govt.nz/__data/assets/pdf_ﬁle/0017/16901/TPL. Jurasaite-Harbison, E., and L.A. Rex. (2005) call, this ‘adaptive expertise’, which means the ability to learn something from others on a, In a study focusing on primary and secondary schools (82%, respondents were either primary or secondary teachers), the Scottish school, researcher McMahon and colleagues (2007) point out that furt, practice-oriented research activities and content that integrates teachers’ own action, research appears to be particularly fertile ground. Adaptability. Wall, K., S. Higgins, E. Glasner, and J. Gormally. ���]�z ���0���و��hÂ�k A;�� �. The social surroundings are seen as decisive for how the individual learns and develops. By contrast, professional development (PD) within higher education is confounding. Survey questionnaires were used to solicit views from 288 university teachers from (Jiangsu University, Jiangsu University of Science and Technology, Nanjing University and Nanjing Normal University) who participated in the study. Teacher learning in the context of. 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. They ﬁnd two. Boekaerts, M., P. Pintrich, and M. Zeidner. Precisely the fact that further education is so closely linked to and, relevant for their own working day appears to lead teacher, invest is well spent. The study was theoretically underpinned by Cultural-Historical Activity Theory (CHAT) and employed a sequential mixed-methods approach. Learning Study is a school improvement project which aims to improve the quality of student learning by enhancing teacher professional development through the creation of communities of practice among teachers, researchers and educators involved in the design, implementation, evaluation and dissemination of a research lesson, with the ultimate goal of developing a Learning Community in the school. This article analyzes the specific features of education and training at various, 3D virtual worlds are increasingly popular arenas for social interaction. It cannot exist in isolation, rather it requires a pervasive culture of scholarship with a shared commitment for teachers … introduction in scientiﬁc method for teacher students]. Making adequate yearly progress: Teacher learning in school-. Keung (2009), from Hong Kong, has written about ‘Learning study’, which is, similar to the method in ‘Lesson study’. are adapted to each individual in the encounter between the teacher and pupils. Pedder, and Z. Lavicza. 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