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Article
Publication date: 25 January 2011

Arnoud T. Evers, Béatrice I.J.M. van der Heijden, Karel Kreijns and John T.G. Gerrichhauzen

The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational…

2269

Abstract

Purpose

The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise.

Design/methodology/approach

A survey was administered among 152 Dutch teachers in secondary education.

Findings

Analysis of the data revealed that of the organisational factors, in particular, the availability of organisational facilities contributes positively to the amount of TPD (that is, in training programmes, and social networks). Furthermore, participation in social networks appeared to have a positive influence on the development of occupational expertise.

Research limitations/implications

The study is cross‐sectional (all data have been collected at one point in time), and data have been gathered in one country, i.e. The Netherlands. It would be interesting to examine the proposed model in a longitudinal study, in order to address issues of causality. More research is also needed to explore the extent to which the findings would generalise to other occupational settings and/or to other countries. Owing to the relatively small sample size, a mediation model was not empirically tested. Future research using larger sample sizes is needed in order to test whether participation in learning activities (partially) mediates the relationship between organisational factors and occupational expertise.

Practical implications

It is important that HRM departments and HRD managers in schools offer organisational facilities for teachers. These facilities should focus not only on the traditional formal training activities, but also on creating opportunities for participation in social networks. This study indicates that, particularly, participation in intra‐ and extra‐organisational social networks enhances occupational expertise. Managers can stimulate participation in these social networks by providing enough social support.

Originality/value

Although teachers' professional development is increasingly perceived as being important in school settings, until now little empirical research has been available that investigates the relationship between organisational factors, TPD, and occupational expertise.

Details

Journal of European Industrial Training, vol. 35 no. 1
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 9 October 2017

Xiu Cravens and Jianjun Wang

The urgency of improving the schools call for a distributed instructional leadership model where teachers are not just recipients of professional development, but also active…

Abstract

Purpose

The urgency of improving the schools call for a distributed instructional leadership model where teachers are not just recipients of professional development, but also active leaders who are coaches and mentors for their peers. The purpose of this paper is to examine the teacher leadership development system in Shanghai, and identify pathways to constructing actionable models that develop and maximize instructional expertise.

Design/methodology/approach

This is a qualitative study. Purposive sampling was conducted to select four teaching-study groups from a frame that included all certified “expert teachers” from a large Shanghai district with about 9,000 teachers. Grounded theory approaches were used to understand “what actually happens in the teachers’ world.” Participative observations (of lesson delivering and collaborative decoding), semi-structured interviews, teachers’ reflective journal entries, and video recording of group work and lessons were the main measures of data collection.

Findings

Three key features of expertise infusion were identified: recognizing, differentiating, and labeling teacher expertise at multiple mastery levels; providing expert teachers with support and leadership responsibilities to lead practice-embedded and cross-school peer learning; and creating a roadmap for teachers to chart continuous learning pathways individually and build an enhanced content pedagogical knowledgebase collectively.

Originality/value

Results from this study provide the impetus for further exploration in how Shanghai continuously share and improve good teaching systemically, which could be informative to US schools and districts in their effort of redesigning professional development that maximizes available expertise among teachers and stimulates teacher-led action research for student learning.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Content available
Article
Publication date: 24 August 2023

Tove Seiness Hunskaar and Greta Björk Gudmundsdottir

This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools…

Abstract

Purpose

This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.

Design/methodology/approach

This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.

Findings

This analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.

Originality/value

This study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 18 August 2020

Maja Šerić

This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived…

1040

Abstract

Purpose

This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning.

Design/methodology/approach

Communication technology factors are analyzed in terms of social media use, while human-related factors are considered through teacher expertise and communication skills, more specifically non-verbal communication (NVC). The research model is tested on a sample of 303 students from two European universities, one in Southwestern and another in Southeastern Europe.

Findings

Findings reveal dominance of human factors over technology ones. Culture moderates some of the relationships examined.

Research limitations/implications

Notwithstanding the relatively limited sample of students according to their national culture, this work offers valuable insights into the impact of technology use in classroom and teacher communication skills.

Practical implications

Teacher NVC and expertise override their use of technology-mediated communication in classroom. Findings have raised important questions whether social media applications should actually have place in nowadays education systems. What seems clear from this research is that technology advancements cannot replace teachers, although further research is necessary to re-examine their impact on different student outcomes and in different cultural contexts.

Originality/value

The originality of this paper lies in comparing the impact of technology vs human-related factors on classroom performance. An additional contribution is provided by considering the moderating role of national culture within the proposed research model.

Details

The International Journal of Information and Learning Technology, vol. 37 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 3 November 2014

Adriana Morales Rodríguez, Joan‐Lluís Capelleras and Víctor M. Gimenez Garcia

The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of…

Abstract

Purpose

The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education.

Design/methodology/approach

A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques.

Findings

Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles.

Research limitations/implications

Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity.

Practical implications

Based on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size.

Originality/value

This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.

Propósito

Este trabajo identifica la naturaleza y los factores que influyen en las valoraciones que realizan los alumnos sobre el desempeño docente del profesorado universitario, integrando para ello dos áreas de investigación: marketing de servicios y educación superior.

Diseño/Metodología/Enfoque

Se desarrolla un conjunto de hipótesis considerando las características del cliente (alumno), el empleado (profesor) y el servicio (curso). Se contrastan con los datos de 952 cursos durante un período de tres años utilizando distintas técnicas multivariantes.

Resultados

Los alumnos evalúan principalmente la pericia así como la actitud y comportamiento del profesorado. Los resultados también indican que esta evaluación es un fenómeno complejo que depende de factores relacionados con el perfil del profesor, del alumno y del curso.

Limitaciones

de la investigación/ImplicacionesConsiderando la naturaleza de los datos utilizados, futuras investigaciones deberían ampliar el ámbito de estudio a otras instituciones, analizar la calidad objetiva e incorporar las percepciones del profesor y los resultados de su actividad investigadora.

Implicaciones prácticas

Se recomienda facilitar la consolidación del profesor en sus cursos; proporcionar capacitación en técnicas didácticas y ética; prestar especial atención a los alumnos que realizan cambios de carrera; y mantener un tamaño adecuado de los grupos.

Originalidad/valor

Este estudio integra dos áreas de investigación y propone un amplio rango de factores determinantes de la calidad en la actividad docente del profesorado universitario, incluyendo algunos que hasta el momento no habían sido contemplados.

Article
Publication date: 22 August 2023

Caroline Daly, Polly Glegg, Beth Stiasny, Mark Hardman, Becky Taylor, Claire Pillinger and Haira Gandolfi

The paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy…

Abstract

Purpose

The paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors to assume mentors' key stakeholder roles in the professional education of early career teachers (ECTs).

Design/methodology/approach

Semi-structured interviews with 37 mentors explored mentors' understandings and experiences of becoming instructional coaches as part of a pilot support initiative to support ECTs in England. Two rounds of interviews were conducted to generate data related to the first six months of mentoring on the programmes. Thematic analysis identified seven semantic themes which describe manifest content found within the data and identify mentors' perceptions of their role and practice as instructional coaches. Three latent themes were developed from mentors' accounts which indicate challenges in becoming an instructional coach in this context.

Findings

Concern to apply IC “correctly” according to the programme models was a strong feature amongst both novice and experienced mentors. A key finding is the lack of explicit knowledge of professional learning pedagogies amongst mentors and insecure understanding of how new teachers learn. Assuming the role of instructional coach presented both benefits of having a “model” to follow and disadvantages in fostering limited and over-prescribed concepts and practices related to the learning of new teachers.

Research limitations/implications

The study investigated mentors during the first six months of a pilot programme and the paper reports on analysis of one type of data. The research results may lack generalisability, and a longitudinal study is necessary to further explore the validity of the findings.

Practical implications

Sustained, high-quality professional learning for mentors is crucial to mentors' role as instructional coaches to enable mentors to develop deep, critical understanding of how IC might support new teachers and how to exercise professional judgement in working with “models”. Judicious use of time and resource is needed to enable mentors to fulfil the potential of national mentoring programmes.

Originality/value

The study is timely in its examination of mentors that assume the role of instructional coach as one response to national policy development that makes support for ECTs mandatory. Such strategies have wide international relevance where the retention of new teachers is a policy priority.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 1 August 2004

James E. Sinden, Wayne K. Hoy and Scott R. Sweetland

The construct of enabling school structure is empirically analyzed in this qualitative study of high schools. First, the theoretical underpinning of enabling school structure is…

2050

Abstract

The construct of enabling school structure is empirically analyzed in this qualitative study of high schools. First, the theoretical underpinning of enabling school structure is developed. Then, six high schools, which were determined to have enabling structures in a large quantitative study of Ohio schools, were analyzed in depth using semi‐structured interviewing techniques. The inquiry fleshes out the specifics of the performance of principals and teachers in such organizations and describes the dynamics of enabling school structures in terms of their formalization, centralization, and functioning. Finally, the research demonstrates a natural and symbiotic relation between quantitative and qualitative approaches to the study of schools.

Details

Journal of Educational Administration, vol. 42 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 16 January 2017

Rebecca Lowenhaupt and Todd D. Reeves

Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for…

Abstract

Purpose

Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs).

Design/methodology/approach

Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning.

Findings

Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically.

Research limitations/implications

Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise.

Originality/value

Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.

Details

Journal of Professional Capital and Community, vol. 2 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 7 February 2018

Carmel Patterson

The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature…

Abstract

Purpose

The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.

Design/methodology/approach

This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.

Findings

The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.

Research limitations/implications

Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.

Practical implications

These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.

Originality/value

This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.

Article
Publication date: 8 August 2016

Lokman Mohd Tahir, Sui Liang Lee, Mohammed Borhandden Musah, Hadijah Jaffri, Mohd Nihra Haruzuan Mohamad Said and Mohd Hanafi Mohd Yasin

The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary…

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Abstract

Purpose

The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders.

Design/methodology/approach

The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings.

Findings

The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities.

Originality/value

The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

Details

International Journal of Educational Management, vol. 30 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

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