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“I don’t have enough time” - Teachers’ interpretations of time as a key to learning and school change
Journal of Educational Administration
Abstract
Time is one of the greatest constraints to any change process. However, finding more time for teachers by reallocating time within a fixed schedule has not brought about desired reforms. This article, based on a qualitative study that explored teachers’ interpretations of time, indicates that the concept of time is more complex and dynamic than the literature implies. It elaborates and illustrates nine aspects of time that teachers in a middle school instructional technology project identified as barriers to the dissemination of learning among colleagues. The article argues that understanding what teachers mean when they say “I don’t have enough time” is a critical first step in avoiding misdirected administrative effort. It also offers suggestions for rethinking time in ways that encourage meaningful teacher participation in individual and organizational learning.
... Moreover, having a supportive and encouraging community at work is thought to promote informal learning processes (Marsick and Volpe, 1999). Studies show that this is also the case for teachers, as their learning occurs through collaborative activities, by belonging to a group at work and participating in work practices (Collinson and Cook, 2001;Hodkinson and Hodkinson, 2004a). ...
... A common condition affecting teachers' workplace learning is lack of time. Teachers seldom have time to prioritise their own learning, either through reflection or training (Collinson and Cook, 2001;Hoekstra et al., 2009;Lohman, 2006). As is often the case in the field of workplace learning, the production of services comes before learning (Fuller and Unwin, 2006), meaning that schools must prioritise the students (Lohman, 2000(Lohman, , 2006. ...
... The teachers from both primary schools also give examples of boundary crossing , as they looked for help outside their grade level. The examples of boundary crossing also provide insight into how knowledge sharing is part of the teachers' learning (Collinson and Cook, 2001;Hoekstra et al., 2009). They have access to other experienced teachers who have taught the program, and who willingly share their experiences and knowledge, characteristics typically found in communities of practice (Fuller et al., 2005). ...
... Moreover, having a supportive and encouraging community at work is thought to promote informal learning processes (Marsick and Volpe, 1999). Studies show that this is also the case for teachers, as their learning occurs through collaborative activities, by belonging to a group at work and participating in work practices (Collinson and Cook, 2001;Hodkinson and Hodkinson, 2004a). ...
... A common condition affecting teachers' workplace learning is lack of time. Teachers seldom have time to prioritise their own learning, either through reflection or training (Collinson and Cook, 2001;Hoekstra et al., 2009;Lohman, 2006). As is often the case in the field of workplace learning, the production of services comes before learning (Fuller and Unwin, 2006), meaning that schools must prioritise the students (Lohman, 2000(Lohman, , 2006. ...
... The teachers from both primary schools also give examples of boundary crossing , as they looked for help outside their grade level. The examples of boundary crossing also provide insight into how knowledge sharing is part of the teachers' learning (Collinson and Cook, 2001;Hoekstra et al., 2009). They have access to other experienced teachers who have taught the program, and who willingly share their experiences and knowledge, characteristics typically found in communities of practice (Fuller et al., 2005). ...
... Time is key to teacher learning and school development (Collinson & Fedoruk Cook, 2001). PLCs should be extended over a long duration of time, and teachers need time for engaging in PLCs (Desimone, 2009). ...
... It takes time to develop norms and attitudes in teacher groups, moving from simply sharing ideas toward a collaborative learning environment where teachers explore and develop their teaching practices (Vangrieken et al., 2017). Moreover, both the teachers and the one who guides the teachers' work need sufficient time for preparation and work between meetings (Collinson & Fedoruk Cook, 2001;Knapp, 2017;Vangrieken et al., 2017). ...
... Time is crucial for PLCs (Collinson & Fedoruk Cook, 2001). A sufficient length of time is necessary for establishing norms and patterns of interaction productive for PLCs (Vangrieken et al., 2017). ...
Professional learning communities (PLC) have increasingly attracted attention in research on teachers’ professional development. The aim of this study is to identify contradictions that can occur and be manifested in PLCs in mathematics. Identifying contradictions in PLCs are important, as the identification and resolution of contradictions are crucial to developing PLCs. We have conceptualized PLCs and contradictions within the Cultural Historical Activity Theory. Our data consist of two iterations of interviews with four teacher leader coaches with extensive experience of coaching teacher leaders of PLCs in mathematics. The study distinguishes 26 manifestations of contradictions, taking the overall forms of dilemmas and conflicts. Our results can be used in designing PLCs in mathematics: they can be used to make visible and increase participants’ awareness of contradictions involved in PLCs and thereby increase the possibility that the contradictions serve as sources of support rather than obstacles in the development of PLCs in mathematics.
... Teachers often cite lack of time as a barrier to completing a variety of professional activities. Indeed, one of the main constraints to educational reforms is identified as the lack of time (Collinson & Cook, 2001;Fullan & Miles, 1991;Gandara, 1999). Examples include implementing technology in the classroom Keengwe & Ochwari, 2008), providing inclusive services for children with disabilities (Bose & Hinojosa, 2008;Brotherson et al., 2001), using the outdoors as a natural learning environment (Ernst, 2014), implementing curriculum (Burgess et al., 2010;Fraser-Thomas & Beaudoin, 2002), collaborating with interdisciplinary colleagues (Anderson, 2013), and providing science instruction (Bose & Hinojosa, 2016;Saçkes et al., 2011). ...
... In their open-responses teachers described several barriers, types of interruptions, or other tasks that prevented them from receiving their full planning time. These findings align with current research that found similar barriers to receiving non-contact time are commonplace in education (Collinson & Cook, 2001;Jena-Crottet, 2017;Kelley & Berthelsen, 1995). For example, teachers in other school settings, also reported that their time is at risk and they experience frequent interruptions by teachers, students, administration, and parents (Collinson & Cook, 2001). ...
... These findings align with current research that found similar barriers to receiving non-contact time are commonplace in education (Collinson & Cook, 2001;Jena-Crottet, 2017;Kelley & Berthelsen, 1995). For example, teachers in other school settings, also reported that their time is at risk and they experience frequent interruptions by teachers, students, administration, and parents (Collinson & Cook, 2001). Overall, these findings imply that teachers are likely to experience interruptions that reduce their non-contact time. ...
Early childhood teachers have been the subject of many studies. Their qualifications, practices, and interactions with children have been widely researched as avenues for improving early childhood education. Yet little is known about the work supports early childhood teachers need to be successful. Non-contact time is one element of a supportive work environment that supports teachers’ ability to address their professional expectations. However, information and guidance on non-contact time is lacking or absent from the literature. This study addresses this gap by exploring non-contact time from the perspectives of directors and teachers. An embedded mixed methods design was used to investigate non-contact time in high-quality early childhood programs. This study had three aims. First, to identify the term or phrase directors and teachers use to refer to non-contact time. Second, to identify the amount of non-contact time teachers’ have and describe how they use it. And third, to identify the factors that directors consider when allotting non-contact time to teachers. A total of 210 participants (104 directors and 106 teachers) completed an online survey. Directors and teachers identified “planning time” as the most common way to refer to non-contact time in their programs. Results indicated that directors’ expectations for and teachers’ use of non-contact time included many activities outside of planning. The amounts of time teachers were allotted and received varied widely, although one thing was consistent, most directors and teachers acknowledged that teachers rarely have enough non-contact time. Teachers reported addressing this lack of time with strategies that have the potential to impact job satisfaction and the quality of the classroom experience. Even though directors recognized that teachers needed more time, programmatic considerations were the most influential when making non-contact time decisions. This research provides a description of non-contact time in early childhood education that can be used to inform policies and practices to support a profession that has been historically underpaid and underappreciated. Implications of these findings are discussed along with directions for future research. Advisor: Rachel E. Schachter
... It has been asserted that school time appears to be metronomic (Corbin, Blake, Stronach, & McNally, 2010) and uniform (Husti, 1992) by nature, that is, structured by rigid schedules and marked by signals (bells, buzzers, opening and closing doors, rites, greetings, weeks of study) that cause its organization to appear industrialized. However, time in education seems to have a larger impact on the construction and interpretation of teacher work (Rodríguez, 2007;Hargreaves, 1994), as teachers perceive it as a limitation and as a scarce resource (e.g., Collinson & Cook, 2001) or as an opportunity to improve their management and, consequently, the instruction that they provide (Strasser, Lissi, & Silva, 2009). ...
... Studies on teachers' and students' perceptions have revealed the importance of the temporal dimension, but authors have yet to study this finding in depth (e.g., Barbera, Gros, & Kirschner, 2015;Castro, Agüero, Barraza, Escobar, & Jorquera, 2012;Collinson & Cook, 2001;Hargreaves, 1994;Mitton-Kükner, 2015). In the field of education sciences, most studies on time and learning have included the objective dimension of time (Martinic, Huepe, & Vergara, 2011), while in psychology the subjective dimension of time has been mostly been linked to social or clinical implications (Zimbardo & Boyd, 2009). ...
... Our assertion is that teachers must learn to understand the pedagogical assumptions connected to the use of time. Collinson and Cook (2001) studied teachers' interpretations of time in a technological education project implemented in a secondary school. Their findings reveal that teachers' representations of time are complex, dynamic, and greatly hinder change processes. ...
Time in education has been identified as a relevant dimension for the construction
and interpretation of teachers’ work, being perceived as either a limitation or an
opportunity. The aim of this study was to understand teachers’ explanatory beliefs
(subjective theories) about time. A case study was conducted using a qualitative methodology. Seven teachers took part in the study. This process yielded 209 subjective theories grouped into 9 emergent categories, including “time poverty” and “future orientation”. Most of the teachers' subjective theories had a negative emotional meaning, were subordinated to other theories, and were action-preserving. In consequence, their subjective theories configure external and uncontrollable explanations about time that generate time management challenges by limiting teacher agency. Also, the participants generated a variety of distinctions about time, reflecting a connection between this abstract dimension and their professional and personal life.
... On the other hand, reflection can become a passive process. Teachers identified a problem in a course or classroom (or were informed during classroom observations) but did not have the time or support to analyze the problem and come up with solutions [93]. Teaching reflection is Table 3, Professional responsibilities included Reflecting on Teaching, Growing and Developing Professionally, and Showing Professionalism. ...
... On the other hand, reflection can become a passive process. Teachers identified a problem in a course or classroom (or were informed during classroom observations) but did not have the time or support to analyze the problem and come up with solutions [93]. Teaching reflection is a long process that requires teachers to put a lot of time and effort into it which is not easily cultivated with short-term training. ...
This study revealed the current situation and developments in teacher evaluation in primary and secondary schools by reviewing 54 articles published in the recent decade (i.e., from January 2012 to October 2022). The coding scheme was developed based on the three components of effective teacher evaluation systems: “what”, “how”, and “who”. Specifically, we investigated the frameworks used for teacher evaluation, methods of evaluation, and participants in teacher evaluation. Based on our results, most studies evaluated teachers from the dimension of Instructional Support. Evaluation through video recording became popular due to technological advancement. Further, an increasing number of schools invited external experts to conduct teacher evaluations to ensure fairness. We also identified several crucial factors for teacher development: effective use of teaching resources and technology, high-quality feedback and communication, emotional support, classroom organization, and professional responsibilities. Due to COVID-19, many schools adopted distance learning, prompting the need to develop technological skills for teachers. Through the in-depth analysis of the current situation and development trends in the various dimensions of teacher evaluation in primary and secondary education, future research directions and issues were discussed and explored in this review.
... Similar research to this study have found that there is a strong relationship between time and the amount of teachers' participation in professional development activities. This makes time one of the most influential factors affecting teachers' participation in professional development activities (Collinson, 2000;Collinson & Cook, 2000;Easton, 2008;Kwakman, 2003). ...
... Donahoe (1993) recognized the important role of the school principal in making new learning environment. The study conducted by Collinson & Cook (2000) also supported Donahoe's (1993) findings. The study found out that the school principal plays an essential role in the PD of teachers. ...
Professional development is believed to play a key role in enhancing teachers’ teaching quality and students’ learning outcomes. Many educational institutions are trying to encourage their teachers to get involved in various professional development activities both within and outside their institutions. Following a qualitative research approach, this MA thesis research primarily aims to explore the school principal’s and teachers’ perceptions on professional development. Eight teachers of English and one school principal at SROKSTOUNG International School (SSIS) were involved in one-on-one semi-structured interviews. The analysis shows that both the school principal and teachers at SSIS have undertaken various teacher professional development activities ranging from more structured teacher professional development activities to less structured teacher professional development activities. Both the school principal and teachers also gained substantial benefits from participating in the teacher professional development activities. The study also reveals that the teachers encountered various challenges which prevented them from attending teacher professional development activities. Moreover, both the school principal and teachers insisted on needs for more teacher professional development activities to be implemented at the SSIS. Finally, their insistence leads the study to propose a new teacher professional development activity at the SSIS, namely Professional Learning Community (PLC).
... Öğretmenin "yeterli zamanım yok" demekle neyi ifade etmeye çalıştığını anlamak, öğrenme ve değişim için uygun ve değerli zaman oluşturmada kritik bir önem taşımaktadır. "Yeterli zaman bulamıyorum" demekle kişi zamanın niceliğine (azlık-çokluk) değil, niteliğine (serbest zaman, yapılandırılmış zaman, ortak zaman, etkin zaman, satın alınan zaman) vurgu yapmaktadır (Collinson & Cook, 2001). ...
... Ayrıca ulaşımın bir maliyetinin de olduğu göz önüne alındığında okula uzak bölgelerden gelen öğretmen ve öğrencilerin ders dışı zamanlarda daha az sıklıkla bir araya gelecekleri, ortak zaman yaratmada sorun yaşayacakları düşünülmektedir. Örgütsel öğrenmenin sıklıkla öğretim dışı zamanlarda (serbest zaman, ortak zaman) gerçekleştiği (Collinson & Cook, 2001) dikkate alındığında okula uzak olmanın bu bağlamda bir engel oluşturduğu söylenebilir. ...
... Another structural condition is whether to have formal time to meet (Little, 1990). Generally, if teachers have common time and goals at the same time, this can provide the opportunity for sharing that will inevitably increase collaboration among them (Collinson & Cook, 2001).In contrast, the pressure on teachers in relation to scheduling time can have a negative influence on collaboration Hargreaves (1994).In situations where the time for collaboration is administratively controlled, there can be an impact on teachers" motivation and can also create contrived collegiality (Hargreaves, 1994).According to Collinson and Cook (2001), the most rewarding form of scheduling time is the combination of arbitrary time for teachers to learn on their own and teacher-directed time organized for learning together and sharing.Another form of formal meeting can be a grade-level meeting, characterised by Strahan (2003), which has its own aim of improving teaching practice.All forms of meetings are crucial in as much as they are linked to classroom practice (Bronstein, 2013). ...
... Another structural condition is whether to have formal time to meet (Little, 1990). Generally, if teachers have common time and goals at the same time, this can provide the opportunity for sharing that will inevitably increase collaboration among them (Collinson & Cook, 2001).In contrast, the pressure on teachers in relation to scheduling time can have a negative influence on collaboration Hargreaves (1994).In situations where the time for collaboration is administratively controlled, there can be an impact on teachers" motivation and can also create contrived collegiality (Hargreaves, 1994).According to Collinson and Cook (2001), the most rewarding form of scheduling time is the combination of arbitrary time for teachers to learn on their own and teacher-directed time organized for learning together and sharing.Another form of formal meeting can be a grade-level meeting, characterised by Strahan (2003), which has its own aim of improving teaching practice.All forms of meetings are crucial in as much as they are linked to classroom practice (Bronstein, 2013). ...
In this study the focus will be on the existing literature about teacher collaboration.Firstly, the notion of collaboration in education and forms of collaborative culture will be outlined.Then the benefits and drawbacks of teacher collaboration will be discussed.The next step will outline the factors which restrict collaboration.Finally, factors which help to improve effective collaboration will be examined, which are divided into two main areas as structural conditions and interpersonal dynamics.
... The challenges of change in the field of education can lead to teacher frustration, anxiety, disruption, and the resulting stress (Zembylas & Barker, 2007). In terms of workload, teachers feel a shortage of time to carry out their daily professional activities, are overwhelmed, a lack of discretionary time to learn about technology, insufficient time to share with colleagues, a lack of time to interact with fellow teachers on a daily basis, uninterrupted time scarcity, and pressure-free time scarcity (Collinson & Cook, 2001). In this regard, stress and pressure to change oneself and work practices are caused by conflicts between motives and pressures, varied outcomes in efforts to facilitate change, and outcomes that do not always have a positive impact on teachers and schools (Brown et al., 2002). ...
The incredible changes brought about by the COVID-19 pandemic have affected various aspects, including education, which has transitioned learning activities in schools from face-to-face to distance learning. Teachers, as the frontline implementers of learning in schools, have been adapting to the new situation prompted by the pandemic while facing demands for the continuous provision of education. The objectives of this study are: 1) to analyze how teachers engage in digital habitus during the implementation of distance learning amidst the pandemic and 2) to identify the types of digital habitus formed during this period. Bourdieu's habitus concept is utilized as an analytical tool in this study. Employing a qualitative approach, the research optimizes data exploration through in-depth interviews and observations conducted in urban public high schools in Indonesia. The findings reveal that teachers' digital habitus is shaped through an interplay process between pre-pandemic digital experiences, practices during the pandemic, the interconnected structure, teacher agency, and the reflexivity of agents in distance learning practices. The formed digital habitus of teachers includes adaptability to change, openness to the use of learning technology, a willingness to adopt new habits, and a cooperative attitude.
... Similarly, time restriction has frequently been pointed out as one of the main difficulties in implementing RPO (e.g., Alam et al., 2020;Bruce & Ross, 2008;Golden et al., 2021;Motallebzadeh et al., 2017;Nguyen & Pham, 2020;Rosselló & De la Iglesia, 2021;Verástegui & González, 2019;see Corcelles-Seuba, Soler, et al., 2023, for a review). In addition, time is also a key factor for TPD (Gore & Rickards, 2021), for the emotional dynamics of collaboration (Saunders, 2013;Weddle, 2023), and for effective collegial relationships (Collinson & Fedoruk Cook, 2001). ...
Despite the evidence supporting reciprocal peer observation (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the variables that moderate resistance to RPO. Based on data from 394 in‐service teachers who participated in an RPO intervention, three aims are addressed: (1) to examine pretest‐posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to analyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was validated and used as pretest‐posttest. Student's paired sample t ‐test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling properly trained, with additional variables moderating resistance towards being observed (i.e., gender, being part of the school management team, prior experience, school time arrangement). Thirdly, final resistance to both roles is moderated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may generate are contingent on reducing teacher resistance.
... Por otra parte, el tiempo se convierte en un elemento clave para entender cómo se configura la práctica docente, sobre todo ante dinámicas en las que el profesorado siempre está escaso de este. Esta situación, de acuerdo con Collinson y Fedoruk (2001), se constituye como una de las principales barreras para el cambio educativo. ...
El objetivo del artículo es dar a conocer las situaciones que docentes y estudiantes de los subsistemas de bachillerato de la Universidad Nacional Autónoma de México identificaron como problemáticas y si esta selección se relaciona con la pertenencia al subsistema y el perfil de quienes contestaron. El método empleado consistió en una encuesta cerrada aplicada a una muestra de n=854 docentes y n=9,285 estudiantes. Los datos obtenidos fueron analizados mediante estadísticas descriptivas, además de presentarse un análisis de regresión logística binaria. En cuanto a los resultados, destaca que, en el caso de los docentes, el subsistema no es predictivo de las problemáticas que identificaron, caso contrario de los estudiantes en los que se observa que el subsistema y el género son variables predictivas en la elección de las situaciones como problemáticas. Estos resultados son valiosos, puesto que ayudan a entender de qué manera docentes y estudiantes de este nivel experimentaron la pandemia a partir de sus perfiles, lo que permite construir propuestas de atención frente a los tiempos pospandemia.
... L'impact de ces niveaux de participation Il n'est pas surprenant que la charge de travail soit un FC à l'innovation numérique, plus souvent présenté comme un obstacle. La surcharge est depuis longtemps un obstacle à l'innovation scolaire (Collinson et Fedoruk Cook, 2001), en plus d'être un facteur influençant l'implantation des technologies numériques en milieu scolaire (Buabeng-Andoh, 2012). Cette source de contrainte, aggravée par la pénurie de maind'oeuvre et la pandémie, a eu des répercussions non seulement sur les projets innovants, mais aussi sur le travail quotidien du personnel enseignant. ...
Dans un contexte de transition numérique et de pénurie de main-d’œuvre en éducation, le personnel enseignant est demandeur d’outils innovants pour réaliser son travail et optimiser ses actions. C’est ce contexte qui a lancé un projet de codéveloppement d’outils numériques qui vise la prévention de l’incapacité de travail d’élèves en adaptation scolaire réalisant des stages en entreprise. La recherche-action porte une volonté d’innovation, soutenue d’une part par un processus de codéveloppement avec le personnel scolaire et, d’autre part, par la mobilisation d’une approche sensible au genre. L’article fait état du processus de codéveloppement, de l’innovation développée, de même que des obstacles qui sont apparus pendant le projet. Ces derniers se rapportent principalement à trois catégories : les compétences numériques du personnel enseignant et des élèves, la charge de travail et le soutien organisationnel influençant l’innovation numérique. Ces contraintes freinent la volonté d’innovation présente chez toutes les personnes participantes qui reconnaissent l’avantage des nouveaux outils et leur impact positif sur le travail. Les obstacles et dispositions seront présentés en perspective des facteurs systémiques qui les amplifient afin de réfléchir aux conditions nécessaires à l’innovation numérique en éducation.
... However, as per experienced by some students, during their interview, as much as they want to stay at home, but when it comes to learning, they want to maximize their time learning at school in order to finish the discussion of topics. One of the greatest hurdles to any change process is time (Collinson & Fedoruk Cook, 2001). Increasing instructional time in schools can greatly help students achieve better for both individual learners and the entire student body as a whole, with a focus on populations of pupils that are at risk. ...
Teachers have varied perceptions in the implementation of the limited face-to-face classroom interaction. Being the implementers, teachers go through series of preparations in ensuring its success while adhering to the guidelines imposed by the authorities to safeguard the health of both teachers and students. Varied teaching strategies and coping mechanisms were utilized to cater learners' needs and confront challenges. Challenges will always be part of the teaching-learning process, though teachers went on rigorous preparations in the implementation of the limited face-to-face classroom interaction. However, it does not obstruct teachers' focus to cope with these challenges and to innovate strategies to help students achieve their academic success. It is revealed that teachers' flexibility, optimism, and their commitment to their profession, paired with support from the administration were of great help during the implementation of the limited face-to-face classroom interaction in the new normal.
... Teachers had limited time to plan, meet with other teachers, collaborate, be mentored or mentor, or attend PD workshops and this resulted in initial enthusiasm, followed by failure to sustain the change (e.g. Ancess, Barnett, and Allen 2007;Collinson and Cook 2001). Time constraints were often related to the rapid pace of implementation, overcrowded classes and schedules, crowded curriculum content, and dealing with the myriad of everyday issues that arise in classrooms and schools (e.g. ...
This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at the school level: the need for shared leadership focused on supporting reform; budgeting and resourcing considerations; the critical role of continuing, high-quality professional learning that is consistent with the reform effort; the need for data collection and evaluation to examine the success of the reform initiative and guide further changes; the importance of engaging stakeholders in the reform process on an ongoing basis; and ensuring staffing stability. At the classroom level, teachers require support in developing a clear understanding of the reform in practice and actionable steps for implementation. Finally, ways in which external entities and advisory teams can help to sustain reform are presented.
... Finding the time to work together came up the most frequently. Collinson and Cook (2001) and Parker et al. (2010) discussed the difficulties of teachers setting aside time to engage with their peers and asserted that it is important to provide time for these partnerships. Another barrier related to some tutors' desire to collaborate. ...
This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.
... The continuous renewal in education revealed its limits and, henceforth, every definition of teachers' role should exceed the function of professionals implementing other's ideas. The need to redefine teachers as 'professionals deeply involved in innovation' is becoming a matter of widespread and increasing interest (Avalos, 2011;Cheng 2012;2013;Cochran-Smith & Lytle, 1999;Collinson & Cook, 2001;Fox & Wilson, 2015;Harris & Jones, 2018;Lin et al., 2008;Rismark & Sølvberg, 2011;Song et al., 2014;Vuorikari et al., 2016;Zhao & Ordóñez de Pablos, 2009;Zhao, 2010), and this topic is expected to receive further considerable attention. The pervasive expansion of KM approaches is influencing also the educational sector, even at lower grades. ...
This chapter's goal is to identify the teacher mental framework oriented to knowledge management (KM) and compatible to the ubiquitous Nonaka's model, regarding the sharing and collaboration practices found in the EU platform eTwinning. The pilot-study shows that when information and communication technology (ICT) skills become standardized, teachers' behavioral attitudes related to sharing and collaboration should be observed from a more holistic perspective. The first part provides a general description of Nonaka's model in connection with the education sector. The second part offers a bird's eye view of the European context framed by EU Acts and frameworks of reference to identify the roots of an emerging teaching profile linked to the awareness of knowledge flow. The third part presents a pilot research involving the idea of innovation related to the growing attitudes of digital collaboration and sharing. Within the eTwinning practice-context, this chapter proposes to switch the general approach from a teacher learning perspective to a teacher “knowledge management” standpoint.
... When faced with a lack of routine or the teacher feels their students' work is unpredictable, teachers believe requests for assistance would negatively reflect upon their teaching performance (Collinson et al., 2006;Rosenholtz & Smylie, 1984). Teachers also believe they have a lack of time in their busy work schedules to facilitate social capital (Collinson & Cook, 2004;Collinson & Cook, 2001). ...
... Individuals' beliefs and perceptions about time and support from their administrators are two of the most widely cited individual-level belief determinants that can impact EBP implementation (Pagoto et al., 2007;Pinkelman et al., 2015). For instance, teachers who think they do not have the time to deliver a new practice experience less implementation success than teachers with favorable attitudes and beliefs regarding time (Collinson & Cook, 2001;Skaalvik & Skaalvik, 2010;Weston et al., 2018). Moreover, beliefs about whether one perceives that they lack support from their administrator(s) are another key individual-level influence on EBP implementation (McMahon et al., 2017;Sangster-Gormley et al., 2011). ...
Objectives:
We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers.
Method:
Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. Mixed methods included a simultaneous approach.
Results:
Lack of time and supportive leadership continue to pervade school-based implementation efforts. Recommendations centered around the need for school leaders to give teachers the power to re-prioritize how they spend their time as well as providing protected, facilitated time for teachers to collaborate and learn practical skills targeting self-advocacy.
Conclusion:
Our findings provide compelling evidence for the use of implementation methodology to strategically target mechanisms of individual behavior change during the process of incorporating new and innovative practices in schools.
... Furthermore, Pedder and Opfer (2013) reviewed several studies done by other researchers; among them are Bolam et al. (2005); Collinson and Cook, (2001); Day and Leitch (2007); Horn and Little (2010); Hoyle (1972); Hoyle and John (1995); Huberman et al. (1993); Lucas (1991); Stenhouse (1975); and Stigler and Hiebert (1999). They conclude that effective PL is one that tends to (1) engage teachers to learn together in the context of classroom teaching practice; (2) do research-based studies that focus on practice, enquirybased learning, and practice-based experimentation; (3) take place continuously and intensively; (4) focus on teaching material (content learning); (5) and invoke direct practice (active learning), and explicit integration to daily life at school in classroom priority (coherent learning); and (6) invoke external programmes and relations. ...
This study emphasizes the importance of teachers’ understanding and implementation of professional learning (PL). PL requires teachers to continuously learn in order to increase their professional capacity, and such capacity improvement has been correlated with pupils' enhanced learning quality. The present study explores the preservice teachers' level of Professional Learning Values (PLVs) in West Kalimantan. This study adopted a quantitative approach employing a self-evaluation questionnaire for preservice teachers. The data were analysed through factor analysis, descriptive statistics, and correlation. The results showed that two factors underlie West Kalimantan preservice teachers' PLVs: Research and Evaluation Orientation (REO) and Collaborative and Social Capital Development Orientation (CSCD). Additionally, descriptive statistics results found that preservice teachers consider the REO factor highly. However, a contradictory result came from the same data analysis, in which the preservice teachers did not consider PL practices in CSCD to be important. The data analysis found no correlation between preservice teachers' gender, academic competence, semester, and status of their place of origin (developed and underdeveloped) and their PLVs. Further research is needed to find out what variables have influenced preservice teachers’ PLVs. These findings, patterns, and levels of preservice teachers' Professional Learning Values (PLVs) in West Kalimantan can be used as reflection materials and stimuli to enhance the professional learning of preservice teachers and in-service teachers. Moreover, these findings can be the groundwork for developing strategic steps to enhance preservice teachers' professional learning quality in West Kalimantan. The findings of this research describe which practice of PL which is less valued by teachers. In light of such findings, the future research could develop PLV improvement, by prioritising each aspect which teachers less valued.
... The lack of curriculum time is one of the most significant constraints in schools (Collinson and Fedoruk Cook, 2001). Expectedly, students are most likely to have the least exposure in the latter stages of problem-solving-implementation and evaluation. ...
This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school’s curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students’ learning. A 39-item 5-point scale survey instrument was conceptualized to measure students’ self-perception around four constructs—(a) critical and conceptual thinking, (b) problem solving and communication, (c) creative thinking, and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students’ level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students’ learning.
... Despite the barriers, most teachers 42 out of 50 teachers intended to implement a future escape room. Time is for teachers a limited resource and one of the greatest constraints to any innovation, whether at the individual, classroom, or school level (Collinson and Cook, 2001;Hargreaves, 1990). Therefore, it is surprising that so many teachers find time to adapt the concept of escape rooms for their classes. ...
Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundary conditions are studied, using multiple data sources: online questionnaires, interviews, classroom observations and movie clips made by students about their experiences. The use of mixed methods and large samples on this topic is a novelty. Results show that teachers of different ages, gender and teaching experience were appealed in particular to the diversity of activities offered that call for multiple skills and teamwork. Students experienced the need to think hard using multiple thinking skills and enjoyed the feeling of autonomy and mastery during gameplay. This is interesting, as an escape room setup is very strict, with few degrees of freedom. According to teachers and students, escape rooms are suitable for processing, rehearsing and formative assessment of science knowledge and skills. However, the time restriction during gameplay appears to be an ambiguous factor in student learning.
... This is hardly surprising given that a lack of time is an oft-cited obstacle to any significant reform within education (Gandara, 2000). Collinson and Cook (2001), in their qualitative study investigating barriers and motivators to implementing a technologically-oriented reform across three middle schools, identified nine time-related themes which served as barriers to implementing the intended reforms. Some of these themes, such as a lack of common planning time scheduled with other teachers and a lack of discretionary time to comprehend new content, may be particularly relevant to understanding why teachers have not embraced teaching with more challenging mathematical tasks, despite their apparent efficacy. ...
Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task prior to instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The current investigation systematically contrasted teaching with challenging tasks using a task-first lesson structure (Task-First Approach) with that of a teach-first lesson structure (Teach-First Approach) through the delivery of two programs of mathematics instruction to 75 Year 1 and 2 students (7 and 8 year olds). The investigation adopted a quasi-experimental design and included three studies. Study One was quantitative in nature and involved analysing pre- and post- program student outcome data. A series of Mixed Design ANOVAs revealed that both teaching approaches resulted in large gains in student mathematical performance. Moreover, there was no evidence that problem-solving performance differed by lesson structure, although the Teach-First Approach was somewhat more effective in improving mathematical fluency. Study Two was qualitative in nature and involved semi-structured interviews with teacher-participants. Analysis of interview data suggested that there appear to be distinct advantages to both the task-first and teach-first lesson structures. Specifically, teacher-participants perceived that the Teach-First Approach was more focused and efficient, whilst the Task-First Approach was viewed as empowering students, and providing an opportunity to build persistence whilst fostering student mathematical creativity. Despite these differences, there was evidence that the most dramatic shift in teaching practice for teacher-participants would be the incorporation of more cognitively demanding tasks into their mathematics instruction in any capacity. Study Three was also predominantly qualitative and involved semi-structured interviews with student-participants. In line with teacher perceptions of the student experience (Study Two), analysis of student-participant interviews indicated that students generally embraced struggle and persisted when engaged in mathematics lessons involving challenging tasks. In addition, many students described enjoying the process of being challenged. Although most students reported preferring the Teach-First Approach when learning with challenging tasks because it provided opportunities for cognitive activation, a substantial minority (41%) of students preferred the Task-First Approach, in part because they relished the higher level of cognitive demand involved. The findings do not support the assumption that for students to learn from cognitively demanding tasks, lessons must begin with these tasks. Given that each approach was revealed to be effective and to possess distinct strengths, it is recommended that early primary teachers give consideration to incorporating both Task-First Approaches and Teach-First Approaches into future mathematics instruction.
... Teachers are primarily busy with teaching and classroom management, and are therefore reluctant to read or conduct any studies. This is a common problem in teacher education (e.g., Cambone, 1995;Collinson & Cook, 2001 In addition to time limitation, lack of interest was also found to constrain teachers from reading testing research articles. This lack of interest to read testing research articles can be highly attributed to the difficulty associated with reading them. ...
The existing gap between research and practice in language testing has posed a huge challenge to language teachers. In particular, this study intended to examine language testing research and classroom testing activities for their degree of interaction from Iranian EFL teachers’ points of view. The analysis drew on the questionnaire developed by Nassaji (2012), which consists of quantitative and qualitative sections. The data were collected from 200 language institute teachers in Bushehr, Iran. The findings indicated that most of the teachers confirmed their familiarity with language testing research, while only a few believed that they were able to conduct or publish testing research. Although the participants acknowledged that the information gained from reading language testing could be valuable for their testing performances, they found their experience more relevant than knowledge gained from language testing research. This study also illustrated that there is a growing consensus among teachers in that there should be collaboration between researchers and teachers in testing practices.
... Faculty are experts in their field but are rarely trained in pedagogy (Brownell & Tanner, 2012), especially the pedagogy of those who learn differently. Many fields have called upon faculty to become more well-versed in evidence-based strategies in teaching and learning; however, time is one of the most frequently cited barriers to improving teaching practice (Collinson & Cook, 2001). By providing in-service experiences to faculty on more inclusive design, such as the Universal Design Initiative (Association on Higher Education and Disability, 2017) which is purposed to increase the inclusiveness of higher education environments, disability service educators can educate faculty on the front lines on more efficient (i.e., time-saving) teaching strategies that meet the learning needs of those with and without disabilities. ...
The current study tested the effects of multimedia instructional designs (text+picture, audio+picture, and text+audio+picture) on retention and transfer of information in college students with and without dyslexia while tracking students' eye movements. After controlling for verbal ability, the dyslexia group differed from controls only in the text+picture condition. Retention performance for the dyslexia group was optimal in the no written text (audio+picture) condition. Eye-tracking data showed that the dyslexia group spent significantly more time viewing the picture when audio augmented written text. These findings show that students with dyslexia can learn as easily from multimedia instruction as their peers and multimedia combinations can be manipulated to optimize specific learning outcomes.
... 64 With a focus on 'trends', instead of how to improve the whole, in a strategically connected approach, it can often feel to educators that they are expected to do more and more, with no more time to do it in; at the detriment to themselves, and of course the young people it is for. 65,66 An example of this, would be the digital skills movement following the identified gap in technology skills for students and teachers. 67 While in some ways this was beneficial in moving the issue into the public eye, with many innovative solutions created for this need, it did so in a narrow, subject specific way due to the lack of perspective regarding the whole. ...
This research was conducted to examine perceived needs of all stakeholders in education globally, through a State of the Debate review and Global Youth Survey. As young people are too often excluded from educational change, a core part of this exploration gains key insights from youth internationally. Everyone has a role to play in improving education, from students to systems leaders, to academics and teachers. It is time to engage all stakeholders, everywhere, to understand that we can utilize deep insights and change from around the world in our continuously interconnecting global community. This will allow us to move forward together, innovating for an education that allows every child to flourish, no matter what happens in life.
... Although the professional learning community has surfaced to the forefront of educational rhetoric, the growing efforts to pursue its merits in light of the current bureaucratic characteristics of public schools perpetuate practitioners' skepticism toward any kind of communal learning. For example, time is the most salient issue when it comes to achieving productive collegial interactions (Collinson & Cook, 2001), but in light of teachers' heavy workloads, these interactions generally become mere updating mechanisms. In other words, administrators tend to colonize these blocks of time for collective learning, using them to advance their administrative agenda instead of focusing on instructional practices (Giles & Hargreaves, 2006). ...
... Because legitimacy is conferred by its stakeholders, rather than given automatically to individuals or a group, learning in the communal arena can induce fear and vulnerability in light of possible threats to members' perceived professional legitimacy (Beaulieu, Roy, & Pasquero, 2002). Furthermore, time is perhaps the most salient issue conducive to productive collegial interactions (Collinson & Cook, 2001), but in light of teachers' heavy workloads, these interactions generally become updating mechanisms. Put differently, administrators tend to colonize these blocks of time assigned to collective learning, using them to advance their administrative agenda instead of focusing on instructional practices (Hargreaves, 2004). ...
School superintendents’ role has shifted from the traditional emphasis on managerial aspects to one on instructional leadership (on teaching and learning issues) achieved by generating collaborative learning opportunities at the both school and district levels. Whereas collaborative learning processes in schools have generally been associated with problem finding and solving as well as overcoming failures, this study explores superintendents’ perceptions (mind-scapes) about the determinants of collective learning from successful practices. This exploratory study employed a qualitative topic-oriented methodology, collecting data via face-to-face interviews with 61 superintendents. Data analysis of interviews revealed determinants of collective learning from success at the superintendency level, school building level, and national level. As a leadership strategy to foster collective learning, superintendents’ role should be examined in designing a districtwide framework of collective learning from success.
... Teachers commonly express concern about having insufficient time to do the job (Collinson & Fedoruk Cook, 2001;Dibbon, 2004). The difficulty of balancing long hours of teaching with personal time is another complaint voiced by teachers (Clandinin et al., 2015). ...
A teacher’s success is predicated on effective mastery of two requisite skill categories: technical competencies and personal competencies (soft skills). Technical skills are the specific skills and factual knowledge intrinsic to a specific job. Technical competencies elemental to teaching include instruction, assessment, and classroom management. Personal competencies, on the other hand, are skills broadly applicable to almost all professions; they create the foundation that enables a person to effectively use technical skills. Personal competencies basic to teaching include high expectations, love of learning, active listening, ability to adapt to novel situations, empathy, cultural sensitivity, positive regard for students, and good time management. Personal competency research shows large effect sizes, ranging from 0.72 to 0.87, for effective teacher-student relations that increase student academic performance and improve classroom climate. Unfortunately, teacher preparation and on-the-job staff development neglect this important training. To remedy the situation, more research is required to better define the field of personal competencies, and expanded training, including coaching, must be adopted during pre-service and induction.
... CPD in such cases tend to be short and isolated training focussed on the specific novel knoweldge, practice or tool that is being introduced. However, some research [5], [6] has shown that a continuous CPD training is more effective than brief intensive one. A second dimension involves the academic role within the educational process whereby the teacher might be leading a topical area or performing a specific role. ...
Purpose
Schools provide high priorities to offer innovative curricular and cocurricular programs, and leaders make necessary efforts to promote enablers and overcome disablers for sustaining their innovativeness. With the background of quality management and stakeholder theories, the present study examines the interplay of hindrances to quality between empowering leadership, stakeholder involvement and organizational innovativeness.
Design/methodology/approach
Responses of 157 American school principals collected through the Teaching and Learning International Survey 2018 by the Organization for Economic Cooperation and Development were used and analyzed to test the proposed hypotheses.
Findings
Results show that empowering leadership behaviors of school principals support promoting organizational innovativeness, and involvement of stakeholders with the school activities also promotes organizational innovativeness. Interestingly, when American schools faced a high level of hindrance to providing quality education to their students, principals’ high level of empowering leadership behaviors promoted organizational innovativeness.
Originality/value
This is the first time in the literature that the interplay between empowering leadership, stakeholder involvement and hindrance of quality education has been examined to promote organizational innovativeness.
Purpose
Remote working has brought forward many challenges for employees as the phenomenon is still new for most employees across the globe. Some of these challenges may be addressed by the recent adoption of digital technologies by organizations. In this vein, our study explores the impact of digital platform capability on the creativity of employees through the mediating mechanism of explicit and tacit knowledge sharing.
Design/methodology/approach
The data were gathered from higher education institutes (HEIs) in a developing country, Pakistan which recently saw a major disruption during the Covid-19 pandemic. The proposed hypotheses were tested through Structural Equational Modeling (SEM) and the results confirmed our hypotheses.
Findings
The findings confirmed that the digital platform capabilities impact both tacit and explicit knowledge sharing among these remote employees. Likewise, the results also supported the mediating role of both explicit and tacit knowledge sharing on the creativity of these remote workers.
Originality/value
Our results are significant as they confirm the impact of digitalization on remote workers’ creativity predisposition. We thus advance the academic debate on the problems of knowledge sharing in remote working. We prove that digital capabilities outweigh the challenges created due to new forms of work driven by the pandemic. It further highlights the important areas to focus on while planning human resource policies in the new normal.
Background
Despite well‐documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors’ adoption of active learning, but there is no well‐tested instrument to measure instructors perceptions of these barriers.
Purpose
We developed and tested an instrument to measure instructors’ perceptions of barriers to adopting active learning and identify the constructs that coherently categorize those barriers.
Method
We used a five‐phase process to develop an instrument to measure instructors’ perceived barriers to adopting active learning. In Phase 1, we built upon the Faculty Instructional Barriers and Identity Survey (FIBIS) to create a draft instrument. In Phases 2 and 3, we conducted exploratory factor analysis (EFA) on an initial 45‐item instrument and a refined 21‐item instrument, respectively. We conducted confirmatory factor analysis (CFA) in Phases 4 and 5 to test the factor structure identified in Phases 2 and 3.
Results
Our final instrument consists of 17 items and four factors: (1) student preparation and engagement; (2) instructional support; (3) instructor comfort and confidence; and (4) institutional environment/rewards. Instructor responses indicated that time considerations do not emerge as a standalone factor.
Conclusions
Our 17‐item instrument exhibits a sound factor structure and is reliable, enabling the assessment of perceived barriers to adopting active learning in different contexts. The four factors align with an existing model of instructional change in science, technology, engineering, and mathematics (STEM). Although time is a substantial instructor concern that did not comprise a standalone factor, it is closely related to multiple constructs in our final model.
Background
As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts.
Purpose
The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?”
Research Design
The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset.
Conclusions/Recommendations
The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their fluency in improvement science. To effectively support moving improvement knowledge to action, the paper recommends: (1) activating prior knowledge to prepare for future learning; (2) attending to the importance of the learning problem and its relevance to practitioners’ roles, scaffolding for role by providing support for practicing new knowledge within professional contexts; (3) addressing the organizational context to create an environment conducive to innovation; and (4) offering follow-up learning opportunities through sustained communities of practice. The study concludes that changing practice is not solely a matter of will and skill but requires careful attention to the broader context before, during, and after the learning experience to support innovations in practice effectively.
The current debates in the area of researchers’ positionalities criticize the notion of the ‘insider/outsider’ dichotomy and favour the idea of a fluid inbetweener position. However, these narratives foreground researchers’ perspectives and often ignore participants’ agency in constructing a researcher’s positionality in the field. In this paper, as an early career researcher, I analyse my journey with my own positionalities in ethnographic research in a rural community in Bangladesh. Adopting a Critical Realist ontological standpoint, I argue that positionalities are co-constructed by researcher and participant and are products of complex interactions between their agencies and the social structure. I illustrate how reflexivity, taking both my and the participants’ views into account, facilitated my movement towards a position where the participants expose their habitual behaviour (not hesitating to offer their day-to-day food–mash potato) rather than providing superficial information (as they do to a guest, for whom they will at least fry an egg–a special arrangement– for dinner).
The Lightboard is a low-technology solution for recording instructional videos where the focus is on writing or drawing. Hands-on demonstration of presentation techniques for effective visual presence will be offered to volunteers on a 3' X 5' Lightboard. Through several small group exercises, participants will be asked to think critically about the value of using a Lightboard for presenting content in a variety of disciplines, content types, and teaching styles. At the time of this submission there is no peer-reviewed literature on the use of a Lightboard in teaching and its impact on student learning. We can however take into account what we know about the science of learning with regard to the handwritten word as well as faculty experiences in producing instructional media using other types of technology. There are two potential benefits in utilizing a technology such as a Lightboard for instructional videos: the effect of the handwritten word on student information retention and faculty convenience in developing instructional media without the use of eLearning or screen recording software. Literature Review At the time of this submission there is no peer-reviewed literature on the use of a Lightboard in teaching and its impact on student learning. We can however take into account what we know about the science of learning with regard to the handwritten word as well as faculty experiences in producing instructional media using other types of technology. There are two potential benefits in utilizing a technology such as a Lightboard for instructional videos: the effect of the handwritten word on student information retention and faculty convenience in developing instructional media without the use of eLearning or screen recording software.
Special education teachers employ a variety of strategies to support the needs of students in their classrooms. This research focused on the beliefs that special education teachers have on the incorporation of dance to support academic, behavioral, physical, sensory, medical, social-emotional, and communication needs. Included in this study was an exploration of the role that mindsets, skill sets, and knowledge play in the belief systems and subsequent actions of special education teachers around the incorporation of dance into their practice. This study employed a mixed-methods approach with a sequential explanatory design. As such, this study used qualitative data gleaned from interviews to explain and interpret the quantitative results of a survey. This research provides educational leaders with insight into the beliefs that special education teachers hold around the incorporation of dance to support student needs and the factors that influence those beliefs.
This study aimed at examining prospective EFL teachers' views about quality of online English language teaching and Technological Pedagogical Content Knowledge (TPACK) and the related skills. To this end, the viewpoints of 100 graduate students of TEFL (M = 23, F = 77) at Iran University of Science and Technology were investigated via administering two questionnaires, namely online teacher quality and frames of knowledge and skills, along with two-open ended questions to gain more insight into online teacher quality and their knowledge frames. Internet-based survey method was employed to administer the questionnaires and collect the required data. The quantitative and qualitative data obtained were analyzed through descriptive statistics and thematic analysis, respectively. With regard to online teacher quality, the results revealed that pre-service teachers agreed that an online teacher should be an organized mediator, communicator, and problem solver as well as being highly passionate, energetic, and competent in teaching. The results also indicated that having content and pedagogical knowledge, clearly organizing and structuring content, time management skills, using appropriate resources, and providing feedback and multiple opportunities for communication were the most significant knowledge types required of an online language teacher. Considering online teaching skills, effective online communication skills, effective content delivery, technological skills, and effective evaluation and assessment were the most frequent skills suggested for online language teachers. The findings of this study could give more insights into designing knowledge-based and skills-based professional development programs for prospective teachers to enhance the quality of their online teaching.
Este estudio buscó responder ¿Qué acontece cuando profesores y directivos se involucran en una comunidad de aprendizaje profesional para efectuar su planeación escolar? Bajo un enfoque de casos múltiples cualitativo, participaron directivos y profesores de cinco escuelas públicas de educación básica, en los estados de Nuevo León, Chihuahua y Sonora en México. La investigación inició con un seminario como detonador que permitió establecer la misión y visión de cada escuela, y acorde con estas y sus necesidades crear las temáticas de las comunidades y concretar sus acciones de planeación. Se efectuaron observaciones participantes in situ de cada comunidad, entrevistas a profesores y directivos y revisión documental. Los hallazgos se organizaron en las fases de inicio, desarrollo y terminación del proceso de implementación de la comunidad, dentro de las cuales se identificaron las categorías: proceso de comprensión de la comunidad de aprendizaje, organización, trabajo colaborativo, facilitadores y barreras, así como los beneficios percibidos. Se encontraron en general algunas semejanzas y diferencias en las cinco escuelas, entre las primeras destacaron las resistencias y desconcierto inicial de los profesores para trabajar en una comunidad, la sobrecarga de trabajo, el desconocimiento de metas en algunas de las escuelas, así como la falta de tiempo para participar. Sin embargo, reconocieron haber tenido un espacio y oportunidad de interacción y comunicación para el trabajo colaborativo, y la importancia de la comunidad para aprender y compartir, mientras que las directoras destacaron su utilidad como un medio que puede apoyar su gestión. Cada escuela como caso particular presentó características distintivas, dado que mientras una de las escuelas fue exitosa en su organización y concreción de acciones en sus comunidades, otras tuvieron dificultades para obtener resultados debido a carecer de un ambiente de trabajo óptimo y liderazgo de la dirección.
The aim of this study is to propose and test a model including the factors influencing the science teachers’ Technological Pedagogical Content Knowledge (TPACK). Using exploratory sequential mixed design, this study consists of three phases. In the first phase, interviews were undertaken with 12 science teachers and 7 educational technology experts using qualitative research method. As a result of the content analysis of the interviews, common contextual factors influencing the science teachers’ TPACK were determined. These factors were student influence, teachers' beliefs and attitudes, technological infrastructure, administrative support, technical support, colleague interaction, lack of time, professional development, and educational technology experience. In the second phase of the research, a hypothesis model was developed. In this context, the relationships between common contextual factors revealed in the qualitative phase were analyzed and a literature review was conducted. In the third phase of the study, a scale was developed to measure common contextual factors determined based on qualitative research findings. In this regard, an item pool was generated, cognitive interviews were conducted and expert opinions were received. For the pilot implementation, Explanatory Factor Analysis was performed based on the data obtained from 152 science teachers. As a result, Contextual Factors Scale, which provides valid and reliable results, consisting of 7 dimensions and 37 item was developed. Furthermore, the hypothesis model was updated according to factor structure gained from exploratoty factor analysis results. Finally, data were collected from 348 science teachers working in private or public schools through the Contextual Factors Scale and Personal Information Form developed within the scope of the study along with the TPACK-Practical Scale. The hypothesis model was tested by path analysis method. As a result, direct, indirect and total effects of common contextual factors in the model were calculated. According to the results of the analysis, the variance explained regarding TPACK was 45% and the professional development factor was found to have the most influence on the TPACK of science teachers. Furthermore, the current study showed that the other factors that mostly influence teachers’ TPACK included teachers' beliefs and attitudes, administrative support, student influence, technological infrastructure and support, colleague interaction, educational technology experience and lack of time. Therefore, it can be suggested that TPACK was influenced by many factors and the relationships between factors were complex. The results of the study offer a model that provides guidance to both school principals and teachers to improve technology integration process in schools. In addition, the model can help decision-makers to determine teacher training strategies based on the influence of contextual factors on teachers' TPACK. Finally, some suggestions for practitioners and researchers were put forward based on the results of the study.
Bu çalışmanın amacı, fen bilgisi öğretmenlerinin Teknolojik Pedagojik Alan Bilgisini (TPAB) etkileyen faktörlere yönelik bir model önerisi sunmak ve bu modeli test etmektir. Keşfedici sıralı karma desen kullanılan bu araştırma üç aşamadan oluşmaktadır. İlk aşamada nitel araştırma yöntemi kullanılarak 12 fen bilgisi öğretmeni ve 7 eğitim teknolojileri uzmanı ile görüşmeler yapılmıştır. Görüşmelerin içerik analizi sonucunda fen bilgisi öğretmenlerinin TPAB’larını etkileyen yaygın bağlamsal faktörler tespit edilmiştir. Bu faktörler öğrenci etkisi, öğretmenlerin inanç ve tutumları, teknolojik altyapı, yönetim desteği, teknik destek, meslektaş etkileşimi, zaman eksikliği, mesleki gelişim ve eğitim teknolojileri deneyimidir. Araştırmanın ikinci aşamasında hipotez model geliştirilmiştir. Bu kapsamda nitel aşamada elde edilen yaygın bağlamsal faktörler arası ilişkiler analiz edilmiş ve alanyazın taraması yapılmıştır. Çalışmanın üçüncü aşamasında, nitel araştırma bulgularına dayalı olarak belirlenen yaygın bağlamsal faktörleri ortaya koymak için bir ölçek geliştirilmiştir. Bu doğrultuda madde havuzu oluşturulmuş, bilişsel görüşmeler yapılmış ve uzman görüşleri alınmıştır. Pilot uygulama için 152 fen bilgisi öğretmeninden elde edilen verilerle Açımlayıcı Faktör Analizi yapılmıştır. Sonuç olarak 7 boyut ve 37 maddeden oluşan geçerli ve güvenilir sonuçlar veren Bağlamsal Faktörler Ölçeği geliştirilmiştir. Bu aşamada ayrıca açımlayıcı faktör analizi sonuçlarına göre ortaya çıkan faktör yapısına dayalı olarak hipotez model güncellenmiştir. Son olarak TPAB-Uygulama Ölçeği ile birlikte araştırma kapsamında geliştirilen Bağlamsal Faktörler Ölçeği ve Kişisel Bilgi Formu aracılığıyla özel okul veya devlet okulunda görev alan 348 fen bilgisi öğretmeninden veriler toplanmıştır. Hipotez model, yol analizi yöntemiyle test edilmiştir.
Sonuç olarak yaygın bağlamsal faktörlerin modeldeki doğrudan, dolaylı ve toplam etkileri hesaplanmıştır. TPAB’a ilişkin açıklanan varyans %45 olarak bulunmuş olup analiz sonuçlarına göre fen bilgisi öğretmenlerinin TPAB’ı üzerinde en çok mesleki gelişim faktörünün etkili olduğu görülmektedir. Ardından öğretmenlerin TPAB’ını en çok etkileyen faktörlerin sırasıyla öğretmenlerin inanç ve tutumları, yönetim desteği, öğrenci etkisi, teknolojik altyapı ve destek, meslektaş etkileşimi, eğitim teknolojileri deneyimi ve zaman eksikliği olduğu tespit edilmiştir. Dolayısıyla TPAB’ın çok sayıda faktörden etkilendiği ve faktörler arası ilişkilerin karmaşık olduğu söylenebilir. Araştırma sonuçları, okullardaki teknoloji entegrasyon süreçlerinin iyileştirilmesi için hem okul müdürlerine hem de öğretmenlere rehberlik sağlayacak bir model sunmaktadır. Ayrıca model, karar vericilere bağlamsal faktörlerin öğretmenlerin TPAB'ı üzerindeki etkisine dayalı olarak öğretmen yetiştirme stratejilerini belirlemede yardımcı olabilir. Son olarak çalışmanın sonuçlarına göre araştırmacılara ve uygulayıcılara yönelik öneriler sunulmuştur.
Coronavirus has been trying for all of us, and our educators are doing an amazing job in these tough times. I am giving away a free PDF proof of my book to help teachers in these tough times. Please feel free to print and use as you see fit, and please share as much as possible. Thank you for making a difference teachers!
I completed my Master's Degree doing research on putting best practices to work in the high school classroom and want to help you develop lesson plans using these strategies Specializing in Social Studies, English, and Science, these research-proven strategies will help you differentiate in the classroom, reach more students, and spice up your classes. This book is divided into five sections: 1) Before unit strategies, 2) during unit strategies, 3) after unit strategies, 4) authentic assessments, and 5) other best practices to enhance student learning.
This chapter deals with the continuous professional development required in the teaching profession with a focus on the European Union, embracing the education sector as a whole socio-anthropological structure with similar needs and expectations. In particular, the topic of professional networking and mobilities, analyzed under the effect of the Erasmus Plus program, emphasizes the need for a new perspective. Social network analysis improves the understanding of particular behavioral patterns promoted by the implementation of European education policies in public education networking. The chapter contributes to policymakers in the field of education and training in the education sector.
The primary aim of this research is to understand how school autonomy and distributed leadership supports teachers’ use of innovative teaching practices. Innovative practices such as increasing cognitive activation and enhanced curricular activities have shown to have significant positive effects on student outcomes (Le Donné, Fraser, & Bousquet, 2016). Based on internationally representative samples including 7,436 lower secondary school principals and 117,876 teachers from 34 countries surveyed in the Teaching and Learning International Survey (TALIS) 2013 data, this study analyzed the effect of school autonomy and distributed leadership on teachers’ use of these innovative teaching practices. The findings demonstrate that distributed leadership has a significant and positive impact on teachers’ use of innovative teaching practices. School autonomy for budgeting and staffing were significant and positive predictors of cognitive activation while school autonomy for instructional policies was a significant and negative predictor of teachers’ use of innovative teaching practices. Conclusions, limitations, and recommendations for further research are discussed. Adviser: Jiangang Xia
Zusammenfassung
Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fand bisher wenig Berücksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes für Lehrkräfte zu beschreiben und ihre Vorhersagekraft für die Fortbildungsteilnahme zu untersuchen. Die Daten hierfür stammen aus der elektronischen Datenbank für Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung prädiktiv für die Teilnahme der Lehrkräfte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkräften und liefern Implikationen für eine passgenaue Fortbildungsplanung.
Purpose
The purpose of this paper is to examine language teachers’ perceptions of practitioner research to establish an understanding whether research comprises a fundamental component in their career.
Design/methodology/approach
A qualitative study was conducted with language teachers and coordinators from various schools in Lebanon. Questionnaires were distributed to 50 language teachers, followed by semi-structured interviews conducted with language coordinators, and in-depth interviews with language teachers who are practitioner researchers.
Findings
Results indicated that research is a minority activity for language teachers due to lack of time, overwhelming working conditions and lack of flexibility in the workplace.
Research limitations/implications
There was a lack of cooperation between teachers and coordinators.
Originality/value
This study provides teachers in Lebanon with the opportunity of transforming their voice through participating in and being agents of research rather than solely observing the process which attempts to bridge theory to practice.
Educators have long struggled to properly identify English learners (ELs) for special education. Response to intervention (RTI) policies intend to help rule out lack of opportunity to learn English as the cause of ELs' challenges. To this end, RTI must include high-quality Tier 1 English language development (ELD). This study examines teachers’ “capacity and will” (Mclaughlin, 1987) to implement RTI and ELD instructional policies for ELs with suspected disabilities. It addresses a gap in the literature regarding how teachers approach policies meant to improve special education identification for ELs and identifies mechanisms that inhibit proper disentangling of language from disabilities.
Many suggest modern life is accelerating and attribute such perceptions to advances in technology
and the commodification of clock time, as evident in how mobile technologies blur the
lines between personal and professional life. As teacher educators of elementary and secondary
literacies, our interest in time and its relationship to pedagogy, was in response to inductive
analysis of several years of data in which pre-service teachers described time-related issues/facets
related to their ability and willingness, if any, to integrate literacy into their content area
teaching. This article identifies indicators demonstrating a range of pedagogical content
knowledge growth in pre-service teachers as viewed through their understanding, and use of
time, in relation to instructional decision-making, planning, and classroom experiences regarding
the use of literacy strategies. Using time as a theoretical lens to understand pre-service teachers’
developing pedagogy, we argue, suggests possibilities for how concepts of time may complement,
and expand, pedagogical content knowledge scholarship.
https://authors.elsevier.com/a/1X6e438nswLMIX
Semistructured interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizational characteristics conducive to continued "learning on the job." Four relatively successful and two relatively unsuccessful schools were studied. More successful schools, particularly those receptive to staff development, were differentiated from less successful (and less receptive) schools by patterned norms of interaction among staff In successful schools more than in unsuccessful ones, teachers valued and participated in norms of collegiality and continuous improvement (experimentation); they pursued a greater range of professional interactions with fellow teachers or administrators, including talk about instruction, structured observation, and shared planning or preparation. They did so with greater frequency, with a greater number and diversity of persons and locations, and with a more concrete and precise shared language. Findings suggest critical social organizational variables that lend themselves to quantitative study.
The following paper argues that existing model of change management in education are more appropriate for understanding small scale innovations than larger reforms. Results from two studies of schools engaged in major transformations are used to illustrate some of the differences between previous and current findings. A model of organizational learning as an alternative is presented, and some implications for both practice and theory in school improvement are discussed.1. This paper was presented at the annual conference of the International Consortium for School Effectiveness and Improvement, Norköpping, Sweden, January 3‐6, 1993. An earlier version was presented at the International conference on School Restructuring sponsored by the Ontario Institute for Studies in Education, March 5‐7, 1992. Its preparation was supported by the Center for the Organization and Restructuring of Schools (U.S. Office of Education grant # R117Q00005‐9) at the University of Wisconsin. I am grateful for the contributions of Hasan Simsek, and to the comments of two anonymous reviewers
This article asserts that time for teachers is not an easily defined commodity. It cannot readily be constructed and scheduled for them by reformers or administrators. There are many kinds of time for teachers, each constructed by teachers themselves, shaped to serve different needs, and tightly interrelated with other types of time. Drawing on theoretical writings about time and reports from schools that are trying to restructure, this article delineates these different kinds of time for teachers, and explores their interrelationship. It argues that a multitude of school reforms are bound to wither if they ignore the multiple constructs, boundaries, rhythm, and patterns of time for teachers.
This paper describes a study done to better understand teacher leadership as it is currently practiced in public schools. The study was an exploratory one, consisting of three case studies of teachers who hold leadership positions within their schools. Each of the teacher leaders played a distinctly different kind of leadership role; worked at a different level in the K-12 system; worked in a different kind of educational setting from rural to suburban, and existed in a uniquely different context. This paper briefly reviews the framing questions of the study (e.g., What is the nature of the lead teacher's work? What are the constraints and supports of their positions? How are teacher leaders selected and evaluated? Next, a summary is presented of the literature on teacher leadership, following which the case study methodology is discussed and the data sources described. A "snapshot" description of each of the cases studied is then provided, the findings are reviewed, and the implications for both rhetoric and real practice are discussed. In general, it was found that these teacher leaders were constrained by their lack of time, by the original conceptions of their roles, and by the egalitarian ethic in teaching. In all cases, administrative support was crucial. Implications for further research are briefly discussed. (JD)
Any type of organization can be a learning organization (LO) if it possesses certain characteristics: provide continuous learning opportunities, use learning to reach its goals, link individual performance with organizational performance, foster inquiry and dialogue, embrace creative tension as a source of energy and renewal, and be continuously aware of and interact with its environment. Businesses that practice LO principles are Johnsonville Foods, Harley-Davidson, Motorola, Corning, AT&T, and Fed Ex. Sullivan Elementary School in Tallahassee (Florida) has applied LO quality principles to transform itself. Despite theoretical support and some real-life examples, some critics claim the learning organization is a myth, not a reality. Some cite a lack of critical analysis of the theoretical framework of the LO. They suggest that few studies support the relationship between individual and organizational learning. Another critic sees the primary purpose of most organizations as the production of goods and services, not the acquisition of knowledge/learning. Schools that have been evaluated along Senge's five disciplines have also been found lacking. Barriers that prevent the LO from becoming a reality include the following: lack of effective leaders, the inability to recognize and change existing mental models, learned helplessness, tunnel vision, truncated learning, individualism, and a culture of disrespect and fear. The LO may best thought of as a journey, not a destination; a philosophy, not a program. (Contains 19 references.) (YLB)
Collaborative time for teachers to undertake and sustain school improvement may be more important than equipment, facilities, or even staff development. Although some schools have managed to include pupil-free workdays in their annual calendars, others must find low-cost alternatives. This article presents 15 examples involving creative scheduling or instructional groupings favoring teacher collaboration. (Contains 18 references.) (MLH)
A well-crafted school schedule can enhance usage of time, space, and resources; improve instructional climate; help solve instruction-delivery problems; and help establish desired programs and instructional practices. This article discusses scheduling challenges (providing quality time, creating a school climate, and providing varying learning time) and outlines tips for redesigning schedules. (10 references) (MLH)
This paper attempts to blend the literature on professionalism with the literature of community, thus positing a framework for a school-based professional community. Sociologists have long distinguished between occupations--even high status ones--and professions. Among the key distinctions of professionalism are: a technical knowledge base shared among all members of the profession; membership control over entry to the profession; and a strong client-orientation which emphasizes putting client needs before personal interest. The literature on community has stressed the importance of broadly shared values and behavioral norms, a sense of responsibility for the collective good, and the need for an extended relationship of caring among individuals. Blending these two literature bases into a coherent framework for school-based professional community suggests an integrated professional-community model that combines a universally applicable knowledge base rooted in the discipline of teaching with organizational factors, such as values, climate, and caring relationships. The professional-community model assumes that knowledge of organizational settings improves performance and that a sustained focus on student learning, rather than on decision-making models or teacher-centered innovation, can prove beneficial for schools. A conclusion is that a combination of both structural and human- resource conditions are necessary for the professional community to exist. (Contains 58 references.) (LMI)
This paper identifies and analyses different dimensions of time and their implications for teachers’ work. The theoretical analysis arises from a study of elementary principals’ and teachers’ perceptions and uses of preparation time. Five dimensions of time are identified and discussed: technical‐rational time, micropolitical time, phenomenological time, physical time, and sociopolitical time. From the point of view of the classroom, teachers and administrators have different perceptions of time. Driven by linear, technical‐rational time perspectives, administrators seek to speed the pace of change. Teachers operate in a phenomenological time‐frame where they seek to slow down change. As the gap between administration and teaching widens, so do the differences in time perspectives between teachers and administrators. The paper concludes with a set of questions about the strength of present divisions between administration and teaching.
In his foreword the editor points out the significance of Lewin's methodological and conceptual contributions to the development of social science. His most fundamental conceptual construct is that of "field." In this volume the editor has arranged in logical (rather than chronological) order 11 papers dealing with Lewin's constructs for social science. The first 3 chapters deal with basic problems of the philosophy of science, 6 chapters demonstrate the principles in several research fields, and the final chapter summarizes "the major theoretical and substantial findings derived from research… " supervised by Lewin. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The paper defines and analyses the differences between collaborative culture and contrived collegiality as forms of joint work and interaction among teachers. It uses the case of peer coaching, especially one variant known as technical coaching, to investigate and interpret these differences. Collaborative cultures comprise evolutionary relationships of openness, trust, and support among teachers where they define and develop their own purposes as a community. Contrived collegiality consists of administratively contrived interactions among teachers where they meet and work to implement the curricula and instructional strategies developed by others. Collaborative cultures foster teacher and curriculum development. Contrived collegiality enhances administrative control. Peer coaching of the technical kind, it is concluded, fosters implementation rather than development, education rather than training, contrived collegiality rather than collaborative culture.
Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's classic The Sociology of Teaching. This new printing of Lortie's classicâincluding a new preface bringing the author's observations up to dateâis an essential view into the world and culture of a vitally important profession.
University Microfilms order no. 9325648. Thesis (Ph. D.)--Ohio State University, 1993. Includes bibliographical references.
Groups, like individuals, often develop habitual routines for dealing with frequently encountered stimuli. Although such routines are consequential for group life and work, little is known about them. This paper reconnoiters the territory of habitual behavior in groups that perform work within organizations. We offer a definition of group habits, identify their functions and dysfunctions, suggest how they develop and are maintained, and identify the circumstances when they are likely to be altered or abandoned. Throughout, we give special attention to the social nature of habitual routines in groups, to the interaction between habitual behavior and group life cycle phenomena, and to the role of the organizational context in prompting, shaping, and terminating habitual routines.
Tomorrow’s Teachers: A Report of the Holmes Group
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Tomorrow’s Schools: Principles for the Design of Professional Development Schools
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A Post-Modern Perspective on Curriculum
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Building Bridges: The Mission and Principles of Professional Development
- US Department of Education
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