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Analysis Of Elementary School English Teachers’ Professional Dialogue As Their Professional Development, Chin-Wen Chien
Analysis Of Elementary School English Teachers’ Professional Dialogue As Their Professional Development, Chin-Wen Chien
Australian Journal of Teacher Education
This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the …
Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman
Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman
Australian Journal of Teacher Education
: Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single-event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers’ viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program …
Local Wisdom In Regenerative Teacher Practices, Sue E. Smith, Jon C. Mason, Majella Bowden
Local Wisdom In Regenerative Teacher Practices, Sue E. Smith, Jon C. Mason, Majella Bowden
Australian Journal of Teacher Education
In this article, teacher professional practice is conceptualised within a regenerative framing as a synthesis of intercultural perspectives drawn from wisdom traditions, placing ethics-in-action alongside reflection-in-action. Regenerative practice foregrounds the need for renewal connecting professional learning with lifelong learning. Global sustainability agendas also inform this endeavour, reminding us of our connectedness within living ecosystems while ‘local wisdom’ is considered a primary source to inspire regeneration. Ecological models of education are therefore explored to determine the nature and scope of regenerative practices. Isolation imposed by the global pandemic provided opportunity to reflect upon our own practices and how these inter-relational constructs, …