ArticlePDF Available

Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad

Authors:
... I was optimistic that the allotted common planning time for general education and SPED teachers would lead them to a new and improved instructional mindset and redefined their perspectives of collaboration and the impact this collaborative process would have on teachers perceptions. Darling-Hammond et al. (2009) found that a school's schedule often places limitations on teachers' time to work with others in collaborative practices such as lesson planning, assessment development, etc. Dewey, in Vygotsky (2021), contributed learning ideas to develop a constructivist viewpoint on education. Lamon (2021) shares that Dewey contributed the concept of real-world problems to the curriculum, while Vygotsky linked learning and development to social interactions. ...
... Collaboration not only provides an opportunity to share ideas and strategies for teachers, but it also allows individuals to promote change that extends beyond the classroom (Darling-Hammond et al., 2009). This includes providing opportunities for students to benefit from the change. ...
... Minimal consideration is given to curriculum design or effective instructional practices. Darling-Hammond et al. (2009) continue with "key findings in the research which reveals that American teachers spend more time teaching students, and have less time to plan and learn together, and to develop high-quality curriculum and instruction in contrast to teachers in other nations (80% of working time and 60% of planning time" (p. 15). ...
Article
The purpose of the qualitative case study was to investigate how teachers in a rural high school setting perceived collaborative practices. The case study examined and analyzed the outcomes of teachers’ learning through a personal connection to professional growth through weekly collaborative planning meetings and professional learning communities. Four collaborative groups of SPED and general education teachers from Geometry, 9th Grade Literature, and Biology, and U.S. History within Rural High School originally were asked to participate in the study. The study concluded with participants in the content areas from Geometry, 9th Grade Literature, and Biology. A total of eleven teachers served as participants in the study. Interviews, observations, and a focus group were the data collection instruments that connected and answered the three research questions related to the study.
... Ainsi, ils peuvent adopter des croyances négatives à l'endroit de l'inclusion (Bélanger, 2015), alors que l'on sait que des croyances positives sont essentielles à son succès (Jordan et Stanovich, 2004). Leurs croyances doivent être amenées à évoluer au moyen de dispositifs intensifs de développement professionnel qui soutiennent une analyse réflexive (Wei et al., 2009). Ces dispositifs, recommandés dans les politiques soutenant l'inclusion (CSE, 2017), ne semblent pas avoir bénéficié d'une adhésion à l'école secondaire. ...
... s'inscrit dans la même lignée. Il affirme qu'un DP efficace est à la base de la construction de bonnes relations entre les enseignants, de manière à créer une interdépendance entre les collègues (Wei et al., 2009). ...
... Ils ont parfois raconté des situations s'étant déroulées à peine quelques minutes avant l'entretien de groupe, ce qui rapproche de manière unique la classe de la formation continue. Nous savons que le développement professionnel le plus efficace est celui qui est fondé sur l'adéquation entre les besoins réels ou exprimés par les enseignants et le contenu de la formation (Wei et al., 2009). Nous constatons que le dispositif du GCP remplit cette condition d'efficacité et qu'il permet aux enseignants de recevoir du soutien dans leur propre milieu scolaire sur des enjeux ayant sens pour eux, comme ils les ont eux-mêmes sollicités. ...
Thesis
Full-text available
Avec l’inclusion en classe ordinaire des élèves ayant des besoins particuliers, le travail des enseignants du secondaire s’est modifié depuis une vingtaine d’années (Gonçalves et Lessard, 2013). Les enseignants sont en contact avec une diversité de besoins éducatifs et estiment qu’ils n’ont pas le temps, les compétences, la formation et les ressources pour les accueillir (Portwood, 2017). Ainsi, ils peuvent adopter des croyances négatives à l’endroit de l’inclusion (Bélanger, 2015), alors que l’on sait que des croyances positives sont essentielles à son succès (Jordan et Stanovich, 2004). Leurs croyances doivent être amenées à évoluer au moyen de dispositifs intensifs de développement professionnel qui soutiennent une analyse réflexive (Wei et al., 2009). Ces dispositifs, recommandés dans les politiques soutenant l’inclusion (CSE, 2017), ne semblent pas avoir bénéficié d’une adhésion à l'école secondaire. Dans le cadre de cette recherche interprétative et collaborative (Desgagné et al., 2001), nous mettons en oeuvre un groupe de codéveloppement professionnel (GCP) (Payette et Champagne, 1997) pour réfléchir conjointement avec les participants aux défis de l’enseignement du français au deuxième cycle du secondaire en contexte inclusif. Cette étude vise à décrire comment évoluent, au cours de quatre séances de GCP, les croyances et les pratiques des participants en contexte d’inclusion scolaire. Les résultats démontrent que les croyances des enseignants sur l’inclusion scolaire sont restées plutôt stables, à l’exception des croyances relatives à la collaboration et au concept de soi des enseignants en insertion professionnelle, qui évoluent positivement. Les enseignants qui se représentent la diversité en salle de classe comme un phénomène social et contextualisé (plutôt qu’individuel) seraient ceux pour qui le changement de croyances serait le plus aisé. Les pratiques déclarées par les enseignants favorisant l’inclusion tendent vers davantage de pratiques didactiques collaboratives, qui pourraient leur permettre de mieux composer avec une diversité de besoins en classe ordinaire. Le GCP apparait comme un levier à la collaboration entre enseignants et alimente le plaisir de parler de pédagogie entre enseignants débutants (qui sont soutenus dans leur entrée dans le métier) et expérimentés (qui peuvent léguer leur expertise). Ce mémoire propose que soit intégrée à même le travail des enseignants une riche pratique réflexive en continu (Shulman et Shulman, 2004). Elle devrait être encouragée par des dispositifs collaboratifs de développement professionnel qui promeuvent l’intelligence collective et une recherche inédite de solutions, qui allient débutants et expérimentés et qui accueillent avec ouverture la variété des croyances que portent les enseignants. Ce mémoire soutient aussi que croyances et pratiques sont des concepts arrimés et interactifs. Une prise en compte simultanée de ces objets est donc nécessaire en contexte de développement professionnel pour participer à la transformation des pratiques et à la construction d’une école inclusive.
... argues that workplace learning takes place by participating in the daily practices of specific social communities. In daily practice teachers can best work together on practice-related issues, such as solving pedagogical problems, developing a curriculum or learning and teaching materials, and in doing so combine working and learning (Darling-Hammond, et al., 2009;. ...
... Teachers' collaboration is not self-evident in Western countries . In this respect it is interesting that, owing to the collectivist culture, Chinese teachers are used to collective activities and willing to spend time and energy on collaborative work (Ryan et al., 2009;. Conversely, the school culture in Taiwan is characterised by isolation, which often discourages collaboration among teachers . ...
... The PLC concept is closely linked to and (partly) based on the key components of effective professional development (Cordingley, 2015). Effective professional development is (amongst others) collaborative and collegial, practice oriented, in which working and learning are combined (Darling-Hammond et al., 2009). These are key dimensions of a PLC. ...
... For example, T1's bilingual background may have helped him relate to the experiences of his bilingual students, thereby enhancing his uptake during PD. Findings from this study reaffirm the nonlinear nature of teachers' responses to PD and the value of taking individual trajectories into consideration as teachers develop and advance in their practice (Darling-Hammond et al., 2009). ...
... To effect change among practicing teachers, there are two essential features of PD on which teacher educators should focus: (a) the structure of the intervention and (b) the content and the way it is delivered (Darling-Hammond et al., 2009;Lipowsky, 2014). The structure of PD for the current research was offered as a long-term, multi-year intervention. ...
... PLEs need to move from passive delivery to include practice-based activities where participants reflect, analyze, and actively work with content to build their knowledge. A successful PLE moves away from an all-knowing lecturer toward collective participation that includes teachers' involvement in sharing and collaborating to move to higher learning levels (Darling-Hammond et al., 2009). An effective PLE needs a proficient facilitator with a deep understanding of the content that can expertly lead the learning community (Borko et al., 2014). ...
Article
Full-text available
How can elementary social studies methods courses prepare elementary teachers to offer the kinds of social studies instruction that support democracy? To answer this question, we draw on survey data, syllabi, and interview data collected from a regional sample of methods instructors. We view our data through the lens of five qualities of social studies identified by the National Council of Social Studies as supporting democracy: Social studies experiences for elementary students should be meaningful, value-based, integrative, challenging, and active (NCSS, 2017). Using these qualities as lenses, we identify and share four cases to show that—and how—elementary social studies methods courses can prepare teachers to instantiate these qualities in their work with elementary students. We call on elementary social studies methods instructors to engage in joint work, self-study, and greater use of extant documents pointing us towards the kinds of social studies that supports participatory democracy.
... School districts are turning to coaches to improve teaching and learning given strong theoretical (Desimone & Pak, 2017;Gibbons & Cobb, 2017) evidence indicating that coaches can closely attend to teachers' problems of practice and provide ongoing, job-embedded, discipline-specific support, which are tenets of high-quality professional development (Darling-Hammond et al., 2009;Desimone, 2009;Garet et al., 2001). In addition, empirical evidence increasingly points to the positive impact coaches can have on teaching and learning (Harbour & Saclarides, 2020;Harbour et al., 2018Harbour et al., , 2021Kraft et al., 2018;Sailors & Price, 2010, which further points to the power of coaching as a professional development structure. ...
Article
This article contributes to the larger narrative around what makes a mathematics professional development (PD) successful and in what ways. We share a research-based PD model that was implemented in elementary schools in an urban school district for 3 years. The model uses a pseudo lesson study approach and emphasizes standards-based instruction. We found that teachers made gains in knowledge and instruction quality. However, whereas some students saw gains on standardized assessments, this was the case only for students who were not members of historically minoritized groups (Black/Latino), countering our assumptions that the PD would lead to equitable achievement results. We conclude with a discussion of how a colorblind approach to PD may account for the inequitable results.
Article
Starting from the insight that practitioners' research is increasingly being recognized as a form of professional development that contributes to the development of educational practice, the aim of our research is to determine the reasons for an insufficient representation of practitioners' research and explore the possible solutions for overcoming this problem. The data were collected during an online conference dedicated to professional development which was attended by 157 teachers and professional associates. The data corpus for analysis consists of participants' posts on the Padlet platform, namely, 156 posts dealing with the shortcomings of practitioners' research in relation to other forms of professional development and 106 posts on how to support other colleagues to overcome the aforementioned shortcomings. The data were analyzed using the qualitative content analysis. In the participants' opinion, the reason for an insufficient representation of the research of practice is the low motivation for this type of professional development, and they also cite the obstacles present at the level of school, education system, and society. According to the participants, the ways to overcome these problems include raising awareness of the benefits of research practice, taking responsibility for developing their own practice, and developing themselves as researchers, as well as building a community of research practitioners. The findings are discussed from the perspective of the conceptions of practitioners' research, but also from the perspective of the contextual conditionality of this form of professional development. The findings served to formulate recommendations for improving the position of practitioners' research and practitioners as researchers in the Serbian education system.
ResearchGate has not been able to resolve any references for this publication.