onward. The findings highlight the contribution of childrenís individual characteristics to the development of their behavioral responses in learning situations.
M 19
28 August 2015 17:15 - 18:45 Room Blue2_D1
Paper Presentation
Teacher professional development
Teacher professional development
Keywords: Mixed-method research,Teacher professional development,Secondary education,Communities of learners,Communities of practice,Qualitative
methods,Reflection,Environmental education,Workplace learning,Learning in
context,Quantitative methods,Pre-service teacher education,Competencies,Higher education,In-service teacher education
Sig's: SIG 11 - Teaching and Teacher Education,SIG 14 - Learning and Professional Development
Chairperson: Annabel Watson, University of Exeter, United Kingdom
Professional development and educational innovation in Teacher Design Teams
Mixed-method research,Teacher professional development,Secondary education,Communities of learners,Communities of practice
Floor Binkhorst, University of Twente, Netherlands; Adam Handelzalts, University of Twente, Netherlands; Cindy Poortman, University of Twente, Netherlands; Wouter R. van Joolingen, Utrecht University, Netherlands;
Teacher Design Teams (TDTs) are professional development programs for secondary school teachers that promote teachersí professional growth and sustainable implementation of educational innovations. In a TDT, a group of teachers that is supported by a team coach collaborates on designing educational materials and improving their classroom practice. In this study, we aimed to develop a descriptive framework for TDTs. We first developed a conceptual framework for TDTs based on previous research covering three stages: input, process and outcomes. Subsequently, perceptions of former TDT participants were explored to validate and to improve this framework. We used a mixed methods research design consisting of a
questionnaire to obtain general insights about perceptions on TDTs (94 respondents) and interviews to obtain in-depth explanations (13 respondents). On average, participants were positive about most TDT outcomes, although clear differences in perceptions about different
TDTs are found, in both the outcomes and input and process factors. Relations between these factors were further explored in the interviews. For example, in one TDT the respondents were externally motivated to participate (input), which related to a lack of optimism during the process and less positive perceptions about the outcomes. The perceptions could be interpreted in terms of our framework. Therefore, it can be used as a tool to describe the way TDTs function. Respondents indicated specific actions the team coach could have taken to better support the team's process. This leads to a refinement of the descriptive framework, in which the team coach is placed as a central actor.
Teachers' dealing with issues in education: A storyline perspective
Qualitative methods,Teacher professional development,Reflection,Environmental education,Workplace learning,Learning in context
Gonny Schellings, Eindhoven University of Technology, Netherlands; Anna Van der Want, Eindhoven University of Technology, Netherlands; Quinta Kools, Fontys University of Applied Science, Netherlands; Rita Schildwacht, Fontys University of Applied Science, Netherlands; Janine Mommers, Eindhoven University of Technology, Netherlands; Corry Kocken-van Acht, Eindhoven University of Technology, Netherlands;
The present study is based on a story-line method in which 23 teachers with an average of 22 years of teaching experience reflect about events they have experienced to be troublesome throughout their own careers. The teachers rated 13 case descriptions about different educational situations. Each situation has been proved to be challenging for beginning teachers (Pillen, Brok & Beijaard, 2013). In our study, experienced teachers were asked to indicate whether they recognized the case description as troublesome for their teacher colleagues and to depict in a graph how the situation was recognizable in various phases of their own career. The results showed that the challenges of some situations (e.g. being strict) decreased during the career, but other challenges continued or even increased (e.g. experienced workload). Remarkably, at any point of their career, the experienced teachers did not feel troubled by conflicts between educational orientations and personal ideals. This study leads to new questions, such as, how beginning teachers cope with challenging situations. In induction programmes, beginning teachers need support in dealing with those situations; and the support should focus on the situations that are troublesome at the start of their career, but also on the situations that remain troublesome throughout all phases of teachersí careers.
Interrelations between student teachersí agency and learning environment in teacher education
Quantitative methods,Pre-service teacher education,Competencies,Higher education,Learning in context
Auli Toom, University of Helsinki, Finland; Janne Pietarinen, University of Eastern Finland, Finland; Tiina Soini-Ikonen, University of Tampere, Finland; Kirsi Pyhalto, University of Oulu; University of Helsinki , Finland;
