Framing an Ecological Perspective on Teacher Professional Development
Datos Bibliográficos
| ID | 9730708 |
|---|---|
| Autores | Nadav Ehrenfeld (0000-0002-5263-3868, Vanderbilt University, Nashville, TN, autor de correspondencia) |
| Año | 2022 |
| Volumen | 51 |
| Número | 7 |
| Páginas | 489-495 |
| Fecha de publicación | 2022-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x221112113 |
| OpenAlex | W4285086091 |
| Idioma | EN |
| Citas recibidas | 26 |
| Referencias citadas | 30 |
From a teacher’s perspective, teacher learning happens through a complex web of learning experiences. However, research on teacher professional development (PD) typically focuses on the direct influence of single activities or programs. PD researchers less often acknowledge the interactive impacts on teacher learning of the multiple experiences teachers have in different contexts. This conceptual paper works toward a more thoroughgoing ecological framing of teacher PD by bringing forth three dimensions of teacher learning that are often overlooked: scope, interconnectedness, and temporality. The essay centers on the type of design that is widely considered high-quality PD—namely, experiences that are collaborative and situated in teachers’ instructional context—and considers those experiences from the perspective of these three dimensions. I illustrate this framework and its affordances with data from a 4-year research project rooted in video-based mathematics teacher conversations. The focus on scope allows researchers to name and distinguish contexts that are salient to their different studies. The focus on interconnectedness uncovers the interactive relationship between the immediate and broader PD contexts. Finally, the focus on temporality affords the understanding of different phases in learning and extends linear conceptions of progress. Together, these dimensions provide a rich conceptualization to better inform the work of teacher educators
Affordance · Conceptualization · Context (archaeology · Epistemology · Framing (construction · Mathematics education · Pedagogy · Professional development · Situated · Sociology · Teacher education · Temporality · Computer Science · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Sustaining out-of-field teaching in STEM
Building agricultural advisors’ capability within agricultural innovation systems
Socio-ecologies and teachers’ professionalism
Effectiveness of a training programme based on microlearning in developing electronic visual note-taking skills and digital self-efficacy among female students of the Applied College at Prince Sattam bin Abdulaziz University
The Context and Development of Teachers’ Collective Reflections on Student Data
Teachers’ sensemaking of conducting a public lesson in China
Walk in my shoes
The temporal dimension of teacher learning in a video-based professional development program
Teachers as agentic synthesizers
The Role of Faculty Development in Advancing Change at the Organizational Level
Multi-stakeholder collaboration in an online professional learning community
Teacher induction as an ecosystem of practices
Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme
Movement and physical activity experiences of early childhood teachers
Listening to and Learning from Teachers
Critical teacher education for equitable learning in multilingual classrooms
Practicing complexity in teacher development research
Teacher Sensemaking of Curricular Tools for Mapping Plurilingual Identities
Teachers in provisional schools for displaced students
Amplifiers and filters in teacher learning of student-centered mathematics instruction
Responsive professional development
Nested networks and neighbour interactions
Language teachers’ engagement with ideological representations as materials designers
Language Teachers' Developmental Trajectories as Materials Developers
Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem
Recontextualization in Multilingual Science Teacher Professional Learning
Mind in Society
The Challenge and Promise of Complexity Theory for Teacher Education Research
The Persistence of Privacy
Conceptualizing Teacher Professional Learning
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
The Cambridge Handbook of the Learning Sciences
Interest and Self-Sustained Learning as Catalysts of Development
Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development
Taking stock of research on teacher collaborative discourse
Using activity systems analysis to identify inner contradictions in teacher professional development
Elaborating a model of teacher professional growth
Video as a tool for fostering productive discussions in mathematics professional development
Institutional Ecology, `Translations' and Boundary Objects
Supporting Sustainability
Experimenting With Teacher Professional Development
Professional Development and Teacher Learning
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Access, Activation, and Influence
Improving Impact Studies of Teachers' Professional Development
Design Experiments in Educational Research
New Directions for the Design and Study of Professional Development
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Situated Learning
| Obras citantes distintas | 26 |
|---|---|
| Citas por año | 8,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 26 |