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Estrategias para la formación continua de los profesores no universitarios en España a través de las RRSS
Abstract
En este capítulo se proponen una serie de estrategias destinadas a la formación de profesores no universitarios en España, bajo la mediación de las RRSS, a partir de los resultados obtenidos en el proyecto Comscienciaeduspain (FCT-20-15761), ejecutado con la colaboración de la Fundación Española para la Ciencia y la Tecnología - Ministerio de Ciencia e Innovación.
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En este trabajo abordamos la evolución y avance que ha ido teniendo el perfil docente en España y su impacto en la identidad profesional del profesorado de Educación Secundaria, cuestiones fundamentales para comprender la profesión y poder avanzar en su camino de mejora. Para ello, realizaremos un análisis a través de la política educativa española y los programas de formación inicial durante los últimos 50 años. La discusión final ofrece una reflexión hacia el modelo formativo vigente y los retos pendientes. Queremos destacar dos cuestiones que ha permitido esta investigación: por un lado, la importancia de diseñar un marco de competencias docentes compartido que oriente las políticas del profesorado y sea transferido en la práctica; por otro, la necesidad de reconstruir la identidad profesional docente, replanteando la arquitectura del esquema formativo vigente y situando la práctica profesional como eje del programa.
En este artículo indagamos acerca de los influencers educativos españoles con mayor presencia en Twitter: cuáles son los temas o hashtags más difundidos por ellos, las temáticas de sus intervenciones o qué tipo de red social configuran. Para dar respuesta a estos objetivos, en primer lugar, seleccionamos 54 docentes con alto nivel de seguidores. Analizamos y clasificamos los «hashtags» incluidos en un total de 106.130 tuits. El análisis de los hashtags nos ha mostrado que los temas más etiquetados corresponden a contenidos educativos en diferentes áreas del currículum, la colaboración, el intercambio y la difusión de materiales, documentos o recursos digitales, así como de acciones de formación o de debate sobre metodologías docentes innovadoras. Utilizando el programa Gephi hemos realizado un análisis de redes sociales, determinando el grado de centralidad y centralidad de intermediación de los 54 docentes, lo que nos ha permitido identificar influencers con mayor reconocimiento por parte del resto. A través del análisis de modularidad, hemos podido identificar cinco grupos de influencers que no funcionan como grupos cerrados, sino que mantienen frecuentes interacciones con el resto de influencers de otros grupos. A través de este estudio se pone de manifiesto la necesidad de conocer mejor los contenidos y procedimientos que pueden estar favoreciendo aprendizajes informales por parte de los docentes.
Este siglo ha traído consigo la consolidación de las Tecnologías de la Información y la Comunicación. La evolución ha sido tan abismal en comparación al siglo pasado que ha provocado grandes
avances en la sociedad actual. Un gran ejemplo de ello son las redes sociales y su uso a nivel formativo entre los profesionales de la educación. Hoy en día, y cada vez más, muchos/as docentes
acuden a las redes sociales para inspirarse y utilizar recursos que otra gente ha elaborado. Y es por
ello por lo que, en el presente artículo, se reflexionará sobre las nuevas formas de aprendizaje que
surgen gracias a las nuevas tecnologías como son las redes sociales, teniendo en cuenta el doble
filo que tienen estas cuando se utilizan como instrumento formativo docente. Para acabar con una
serie de experiencias personales muy enriquecedoras de maestros y profesores que dedican parte
de su tiempo a la creación de recursos educativos para docentes en las redes de manera altruista.
Professional learning communities are promising for teacher learning and improving the quality of education. In the past decade, there has been a shift in focus from within-school to cross-school PLCs: Professional Learning Networks. Knowledge of the underlying working processes of teacher learning in PLNs is scarce. This is even more complicated for PLNs, because of organizational, geographic and professional boundaries. The purpose of this study is to explore how PLNs can function to meet their objectives and what challenges they face in their aim of achieving sustainable teacher learning and school improvement. We applied a qualitative case study design. Data were collected by means of interviews with PLN participants and external coaches, logs by external coaches, and yearly observations by the researchers. Results show how the PLN context influences the outcomes in terms of teacher learning, PLN products and application in their schools. Findings show how leadership, the perception of a shared goal, structured activities, collaboration, and facilitation and support especially appear to influence outcomes. PLNs face additional challenges in relation to within-school PLCs, in terms of knowledge transfer from the PLN back to participants’ own schools and the network as a whole. This should be acknowledged and acted upon before PLNs are even established.
Vivimos en un mundo cambiante, en una sociedad en la que las tecnologías de la información y la comunicación (TIC) posibilitan nuevas oportunidades de actualización. Este estudio pretende determinar cuáles son las preferencias de formación permanente del profesorado de Educación Primaria. Con ese objetivo, se ha llevado a cabo una investigación de carácter cuantitativo. Los participantes han sido 73 docentes de Educación Primaria. El instrumento empleado ha sido un cuestionario de elaboración propia. Los resultados evidencian tres cuestiones críticas: el cada vez más relevante rol de las TIC en la actualización de la práctica profesional docente, la demanda de una formación formal más ajustada a las necesidades actuales, y la valoración positiva de las posibilidades formativas de los contextos informales de formación en el desarrollo profesional docente.
p>El propósito de esta aportación es ofrecer
una visión de conjunto sobre las posibi-
lidades pedagógicas de las redes socia-
les y los videos en red para un cambio
paradigmático en la formación inicial y
permanente del profesorado. Este trabajo
se nutre, tanto de resultados de investiga-
ciones empíricas, como de elaboraciones
teóricas, procedentes de publicaciones
actuales sobre esta temática. La metodo-
logía tiene un carácter eminentemente
documental, basada en bases de datos in-
ternacionales (ERIC, WOS, SCOPUS). Los
hallazgos muestran que es en los últimos
cinco años cuando se inician investigacio-
nes y proyectos de innovación, orienta-
dos a explorar, experimentar y contrastar
los beneficios de estas tecnologías en los
aprendizajes y en sus aplicaciones en el
aula. Por otra parte, se observa en el pano-
rama internacional aportaciones conceptuales referidas a nuevas exigencias forma-
tivas del profesorado para adaptarse a la
sociedad actual. Sin embargo, son todavía
escasas las reflexiones sobre cómo las re-
des sociales y la inclusión del video en
las mismas pueden contribuir a la trans-
formación de los actuales modelos y para-
digmas de formación del profesorado. Los
resultados que se aportan van referidos a:
a) la conceptualización de nuevos retos
que debe asumir la formación docente
en el nuevo entorno digital y que deben
ser contemplados en el diseño de nuevos
modelos formativos del profesorado, b) la
sistematización de líneas y enfoques de
investigación sobre los usos pedagógicos
y funciones formativas de los videos en
las redes sociales en la formación del pro-
fesorado y c) la identificación del poten-
cial pedagógico que propician las redes
sociales y la inclusión del video: apren-
dizaje abierto, interacción comunicativa,
agencialidad de los sujetos y construcción
colaborativa del conocimiento. Estos as-
pectos se consideran clave para sustentar
un nuevo modelo de formación del profe-
sorado. Pero también para facilitar la cons-
trucción de una nueva identidad y cultura
profesional docente.
</p
The increasing incorporation of new technologies in the education system demands a deep revision in the management processes of the training centers, improving their presence in social networks. The qualitative research presented in this article presents a case study carried out at the Training Center of Teachers and Educational Innovation of Avila (Spain) and pursues two objectives: the first consists in value the usefulness of different strategies to boost and disseminate the training courses through Twitter, while the second seeks to analyze the impact that such dissemination has been on the participation of teachers. The results show that the innovations introduced in the dynamization have aroused the interest of the teachers, increasing the interactions made in the social network and producing a remarkable rise of their participation in the courses.
La inmersión de la sociedad en la era digital ha influido de manera decisiva en las formas de comportarse de las personas, en el ámbito del trabajo, de la economía, del entretenimiento y de la enseñanza. La educación superior está sufriendo una gran transformación debido al desarrollo tecnológico en el que estamos sumergidos, y esos continuos cambios han evidenciado la necesidad de mantenernos actualizados de forma permanente, adoptando así la idea de aprendizaje a lo largo de la vida. Cada persona tiene un abanico de posibilidades, amplio y diverso para formarse y para aprender, lo que exige a los individuos tomar cada vez más el control de su propio proceso de aprendizaje. El concepto de ecologías de aprendizaje proporciona un marco de análisis para saber cómo aprendemos, y qué contextos y/o elementos empleamos para formarnos, con el fin de proporcionarnos nuevas oportunidades de aprendizaje. Ser conscientes de los elementos y/o contextos que configuran nuestras ecologías de aprendizaje puede ser una estrategia muy útil que nos ayude a actualizarnos de forma autodirigida y efectiva. Esto nos ha llevado a realizar un estudio bibliográfico dirigido a identificar algunos de los aspectos que caracterizan las nuevas formas en que aprendemos, lo cual nos permitirá comprender el papel que debe jugar la universidad en la sociedad actual.
La capacidad de las redes sociales (RRSS) para comunicar y poner en contacto a millones de personas ha provocado que éstas se usen con fines muy distintos. El mundo educativo no puede permanecer ajeno ante fenómenos sociales como este, por lo que su inclusión en la educación formal es fundamental. Aunque se puede vislumbrar el potencial comunicador y educativo de las RRSS, esto está todavía por descubrir y debe ser estudiado más en profundidad. De este modo, la presente propuesta educativa tiene el foco de atención en las RRSS como herramienta innovadora, comunicativa y de enseñanza-aprendizaje en el marco educativo superior.
El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices.
In this article, we address the importance and relevance that social networks exhibit in their use as an educational resource. This relevance relies in the possibility of implementing new learning resources or increasing the level of the participant's connectivity, as well as developing learning communities. Also, the risk entailed from their use is discussed, especially for the students that have a low technological education or those having excessive confidence on the media. It is important to highlight that the educational use of social networks is not a simple extension or translation of the student's habitual, recreational use, but that it implies an important change in the roles given to teachers as well as learners; from accommodative learning environments that only encourage memorization to other environments that demand an active, reflective, collaborative and proactive attitude, that require the development/acquisition of technological as well as social abilities, aptitudes and values. It is also important to highlight that a correct implementation and adequate use will not only foment formal learning, but also informal and non-formal learning.
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers' continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers' digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
This paper will present an overview of UNESCO's Media and Information Literacy (MIL) Curriculum for Teachers. This overview includes an exploration of key program areas for trainers in order to teach key issues related to MIL and the competences needed for developing programs. These program areas include: a conceptual and organizational framework; production and use of information; media texts and information sources; evaluation and analysis; media audiences; democratic discourse and social participation; approaches for curriculum adaptation, and pedagogical approaches for the classroom (textual analysis, contextual analysis, case study, translation, simulation and production). After introducing these key areas of the program, the paper will conclude by offering recommendations for the successful development, adaptation and implementation of MIL Programs. Main recommendations are: curriculums leaders have to be available for training, support and consultation, promotion of teachers network who are implementing MIL initiatives, inclusion in official papers of educational curriculums, analyzing needs of the students before implementing modules of the curriculum, facilitating online resources for teachers, professionalizing MIL teachers, promoting collaboration between community members (family, teachers, students, other stakeholders), and finally research to identify best practices and new trends to be developed.
In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
While the microblogging service Twitter is increasingly popular among
educators and offers numerous affordances for learning, its relationship
with formal education systems remains complicated by generally
ambivalent educator attitudes and institutional policies. To better
understand the role Twitter plays in education, we conducted a survey of
755 K–16 educators that yielded quantitative and qualitative data
concerning how and why the medium is used. Respondents reported
intense and multifaceted utilization of the service, with professional
development (PD) uses more common than interactions with students or
families. Educators valued Twitter’s personalized, immediate nature, and
the positive and collaborative community it facilitated. Many cited
Twitter’s role in combating various types of isolation and described it as
superior to traditional professional development. We finish by discussing
implications for educators, researchers, and educational institutions.
Social networking sites (SNS) have been used to support educational and professional endeavors. However, little research has been done to understand the relationship between educator identity and participation in SNS or to examine the implications that institutional regulation of such media may have upon educator identity. Using grounded theory, in this study we developed a framework for understanding how a group of teacher education students viewed their developing identities within social networking sites as they began the life transition to becoming educators. The theory that emerged from this study proposes that educator identity consists of a constellation of interconnected acceptable identity fragments, which are each intentional, authentic, transitional, necessarily incomplete, and socially-constructed and -responsive. This view of educator identity contrasts sharply with previous views of identity by highlighting the complicated, negotiated, and recursive relationship that exists between educator participation in SNS and educator identity. Additionally, this perspective suggests that educator participation in SNS is neither fully representative of authentic identity (as prominent SNS models imply) nor dramaturgical. These findings yield important implications for educators, researchers, educational institutions, lawmakers, and SNS developers alike, because they lead to a more sophisticated understanding of identity and online participation that is essential for developing mechanisms to support moral and legal judgments, professionalism, and social interactions relative to SNS.
Networking is a fundamental aspect in developing a strong professional identity and furthering professional development. This opinion piece asserts that networking is an essential activity for occupational therapists, and that many of the challenges involved in creating an effective network can be ameliorated by harnessing the power of the online environment. By sharing the experience of using Facebook, an online social networking platform, with the specific aim of furthering professional development, clear and tangible outcomes of this being achieved are shown in order to inspire more occupational therapists to connect online for the benefit of the profession.
The generic purpose of this paper is to explore the way teachers’ activities and continuous education blend with the microblogging technology. The research question focused on whether and how microblogging succeeds to be a quality factor in teacher education. The analysis was made possible by the facilities provided by the cirip.eu microblogging platform, specially designed for educational settings. We performed a SWOT analysis of the platform for teachers’ personal/professional development. Our findings revealed the efficiency of microblogging as a training technology, positioning cirip.eu within the spectrum of educational services for an efficient continuous education, training, learning and personal development of teachers.
The use of social networking services has rapidly increased in recent years, especially by university students. Some authors assert that they have educational potential in terms of promoting collaborative learning practices among undergraduate students which enhance engagement and understanding. This possibility is particularly relevant to mathematics learning, because university communities are frequently experienced as isolating and performance-oriented. This case study reports on the use of Facebook to support mathematical communication and more participative learning identities within a UK university mathematics department. It describes how the reactive formation of a student-led Facebook community became a source of conflict within the wider academic social community and how this conflict was eventually resolved. While it raises questions about the extent to which Facebook can encourage open collaborative learning within the wider context of student aspirations in a competitive climate, it notes its potential for fostering cross-cohort student support in a subject which frequently induces anxiety in its students.
Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitative analyses of tweets and quantitative outcomes show that faculty participation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.
What is already known about this topic
What this paper adds
Implications for practice and/or policy
En la sociedad actual, denominada sociedad de conocimiento, existen numerosas investigaciones realizadas en donde se destaca la escasa formación de los docentes provocando la carencia de competencias digitales. El propósito de este proyecto de investigación se basa en la necesidad de formación con respecto al profesorado en el uso de las redes sociales educativas y de las TIC, contando con la participación de los docentes, el alumnado y el equipo directivo de los diferentes centros. Para ello, se ha seleccionado una muestra no probabilística de los distintos centros educativos de Secundaria de la Región de Murcia. Algunos de los instrumentos utilizados para esta investigación han sido diseñados de forma propia, escogiendo en otra ocasión, el Cuestionario de competencias digitales del profesorado. Finalmente, se encuentra con una estimación del proyecto destacando su viabilidad y utilidad teniendo en cuenta su desarrollo cuenta con un bajo coste económico, con unos expertos en metodología y con unos objetivos fácilmente alcanzables.
Han sido numerosos los informes de organismos internacionales que, desde el inicio del siglo actual, han contribuido a situar la profesión docente como un elemento esencial en la mejora de la calidad de los sistemas educativos. Por su parte, la Unión Europea y sus Estados miembro han manifestado abiertamente su compromiso con la mejora de la profesión docente. Y entre todos los elementos de la profesión docente destaca la formación inicial como mejor cimiento para poder construir un adecuado desarrollo profesional docente. El presente artículo pretende valorar la formación inicial de los profesores de Educación Secundaria en la Unión Europea con, por un lado, un estudio supranacional de las políticas educativas de la Unión Europea desde el año 2000 hasta la actualidad y, por otra parte, un estudio comparado entre Alemania, Francia, Finlandia e Inglaterra. Los resultados hallados ponen de manifiesto ciertos alineamientos, pero también divergencias tanto con las recomendaciones de la Unión Europea como con las concreciones de la formación inicial docente en los países de nuestro entorno europeo. Las conclusiones apuntan recomendaciones con el propósito de contribuir a la mejora de los actuales Másteres de Educación Secundaria de nuestro país.
The research reported on in this article explores the use of social media for work-related or professional purposes. In particular, it focuses on the perceptions and use of social media by academics in the UK. The purpose of the research was to explore the potential social media has to facilitate the changing landscape of higher education and support the individual academic in their role. Of particular interest is how specific social media tools are being used to enhance networking opportunities and contribute to career progression. The use of social media was explored in detail through interviews and a survey. Typical activities that are currently being undertaken were identified and user group profiles developed that articulate different levels of engagement with these tools and the motivations that each group of users have for using social media. The study found that, with increasing levels of activity, the number of motivations for using social media increase, as does the perceived number of successful outcomes, including contributions towards career progression. The main barriers to using social media were identified as a lack of time and skills to undertake these activities, as well as a negative perception of social media. Recommendations for increasing participation are to provide practical training, including the sharing of good practice, and to initiate dialogues within institutions regarding the potential career progression opportunities that social media may afford.
With the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers' growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education.
This paper focuses on 25 UK teenagers’ language and literacy practices on Facebook; it draws on data from interviews as well as from Facebook ‘walls’. To explore whether Facebook provides opportunities for new literacy practices through text-making, the research considers how teenagers use the site to present themselves and ‘do friendship’. Continuities of the teenagers’ interactions were traced across the domains of school, home and Facebook and were found to reflect both ‘traditional’ and new ways of self presenting and of ‘doing friendship’.
The purpose of this study is to empirically examine cases in which Social Networking Sites (SNS) are being utilized for scholarly purposes by higher-education institutes in Israel. The research addresses questions regarding content patterns, activity patterns, and interactivity within Facebook and Twitter accounts of these institutes. Research population comprises of 47 Facebook accounts and 26 Twitter accounts of Israeli universities or colleges and/or sub-divisions within these institutes. In addition to descriptive statistics, all tweets within Twitter accounts were analyzed and classified into categories, based on their content, for better understanding of how they can facilitate informal learning. Research findings suggest that SNS promotes knowledge sharing, thereby facilitating informal learning within the community; SNS open academic institutes to the community altogether. Still, SNS were utilized in an assimilation mode, i.e. while the potential is high for using special features enabled by SNS as well as unique sharing of information modes, de facto use of these special features was extremely low. However, contrary to the relatively high dropout rates of SNS' personal accounts, many academic accounts were frequently active for long periods of time. This may indicate that SNS activity which is based on sharing of knowledge as well as on social interaction has better sustainability prospects. Usage and content patterns of these accounts corresponded to parallel patterns in the Israeli higher-education community in “real” life, hence reinforcing the role of these institutes within the community. Overall, this study implies that the potential of SNS as means of sharing academic knowledge in higher education institutes in Israel has not been actualized yet, but is indeed being explored by these organizations as well as by the community.
The importance of flexibility, adaptability, and mobility in the global economy and the information society is a leading theme in current discourse on education and training. Adults of the 21st century are expected to fulfill many different roles throughout life, act in different texts, and meet multiple challenges. Defining the competencies needed to meet these expectations is at the heart of the international, interdisciplinary, and policy-oriented research program DeSeCo--Definition and Selection of Competencies: Theoretical and Conceptual Foundations. Three categories of key competencies--interacting in socially heterogeneous groups, acting autonomously, and using tools interactively--grounded in a holistic model of competence, constitute a core element of DeSeCo's overarching conceptual frame of reference. Key competencies are conceptualized as contribution to a successful life and a well-functioning society, as expressed by universal values. Not only does the DeSeCo framework set a conceptual context for international assessments, it also adds meaning and conceptual depth to the popular notion of life long learning. The present volume presents DeSeCo's final report. It is a vital contribution to advancing our understanding of what it means to be a competent individual and of how investments in key competencies can benefit both individuals and societies. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.
Models play an important role in science education. However, previous research has revealed that science teachers’ content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning science teachers’ knowledge in this domain. In this project, the Interconnected Model of Teacher Professional Growth [Clarke, D., & Hollingsworth, H. (2002). Teaching and Teacher Education, 18(8), 947–967] was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers’ knowledge on models and modelling. In this paper, the whole framework of the research is presented, as is some evidence of how powerful this framework was in helping us to understand the development of the teachers’ knowledge.
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