Learning "New" Instructional Strategies
Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns
Bibliographic Data
| ID | 4306769 |
|---|---|
| Authors | Rita Elaine Silver (0000-0002-5033-6720, Nanyang Technological University, Singapore, corresponding author), Galyna Kogut (0000-0002-4780-7448, Nanyang Technological University, Singapore), Thi Canh Dien Huynh (Nanyang Technological University, Singapore) |
| Year | 2019 |
| Volume | 70 |
| Issue | 5 |
| Pages | 552-566 |
| Publication date | 2019-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119844712 |
| OpenAlex | W2944294524 |
| Language | EN |
| Citations received | 6 |
| References cited | 35 |
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers' developing understanding was important for gaining insights into the ongoing TPD process
Class (philosophy) · Comprehension · Mathematics education · Pedagogy · Political science · Process (computing) · Professional development · Reading (process) · Sociology · Tracking (education) · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Teacher identity grafting and its associations with instructional practices and value orientations
Perceived School Climate Support Moderates the Relationship Between Teachers’ Growth Mindset and Work Engagement
A Rationale for Teacher Change from a Bodyfulness Paradigm
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
Understanding Expert EFL Teachers’ Motivation for Professional Development
Mapping research on second language writing teachers
The New Meaning of Educational Change
The Coding Manual for Qualitative Researchers
Unveiling Professional Development
Teacher education around the world
Characteristics of teachers as change agents
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Teacher learning in the context of educational innovation
Policy Implementation and Cognition
A Revolution in One Classroom
Professional development
Teacher agency and professional learning in cross-cultural teaching contexts
Elaborating a model of teacher professional growth
Lessons from abroad
Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes
Changing Classroom Practice Through the English National Literacy Strategy
What Makes Professional Development Effective? Results From a National Sample of Teachers
Using thematic analysis in psychology
Improving Impact Studies of Teachers' Professional Development
Research on Negotiation
Provoking Reflective Thinking in Post Observation Conversations
Facilitating Teacher Learning When Using Different Representations of Practice
A Revision of Bloom's Taxonomy
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
| Citations per year | 1.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |