1,407
Views
7
CrossRef citations to date
0
Altmetric
Articles

Evidence-based portfolios: a cross-sectoral approach to professional development among teachers

Pages 160-174 | Received 15 Jun 2018, Accepted 25 Nov 2018, Published online: 13 Dec 2018

References

  • Avalos, B., 2011. Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27, 10–20. doi:10.1016/j.tate.2010.08.007.
  • Baird, J., 2006. A phenomenological exploration of teachers’ views of science teaching. Teachers and teaching, 5, 75–94. doi:10.1080/1354060990050105.
  • Bassey, M., 1999. Case study research in educational settings. Buckingham: Open University Press.
  • Berrill, D. and Addison, B., 2010. Repertoires of practice: re-framing teaching portfolios. Teaching and teacher education, 26, 1178–1185. doi:10.1016/j.tate.2010.02.005.
  • Boylan, M., et al., 2018. Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education, 44 (1), 120–139. doi:10.1080/19415257.2017.1306789.
  • Buczynski, S. and Hansen, C.B., 2010. Impact of professional development on teacher practice: uncovering connections. Teaching and teacher education, 26 (3), 599–607. doi:10.1016/j.tate.2009.09.006.
  • Charmaz, K., 2006. Constructing grounded theory: a practical guide through qualitative analysis. London: Sage.
  • Clausen, K.W., Aquino, A.M., and Wideman, R., 2009. Bridging the real and the ideal: a comparison between learning community characteristics and a school-based case study. Teaching and teacher education, 25 (3), 444–452. doi:10.1016/j.tate.2008.09.010.
  • Cochran-Smith, M., 2005. Teacher educators as researchers: multiple perspectives. Teaching and teacher education, 21, 219–225. doi:10.1016/j.tate.2004.12.003.
  • Cochran-Smith, M. and Lytle, S., 1999. The teacher research movement: a decade later. Educational researcher, 28 (1), 15–25. doi:10.3102/0013189X028007015.
  • Darling-Hammond, L. and Snyder, J., 2000. Authentic assessment of teaching in context. Teaching and teacher education, 17, 107–121.
  • Day, C., et al., 2006. The personal and professional selves of teachers: stable and unstable identities. British educational research journal, 32, 601–616. doi:10.1080/01411920600775316.
  • Day, C. and Sachs, J., eds., 2005. International handbook on the continuing professional development of teachers. Buckingham: Open University Press.
  • De Rijdt, C., et al., 2006. Teaching portfolios in higher education and their effects: an explorative study. Teaching and teacher education, 22, 1084–1093. doi:10.1016/j.tate.2006.07.002.
  • Dinkelman, T., Margolis, J., and Sikkenga, K., 2006. From teacher to teacher educator: experiences, expectations, and expatriation. Studying teacher education, 2 (3), 5–23. doi:10.1080/17425960600557447.
  • Dreon, O. and McDonald, S., 2012. Being in the hot spot: a phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy. Teachers and teaching, 18, 297–313. doi:10.1080/13540602.2012.629837.
  • Eick, C., 2009. Tailoring national standards to early science teacher identities: building on personal histories to support beginning practice. Journal of science teacher education, 20, 135–156. doi:10.1007/s10972-009-9126-y.
  • Furlong, C., 2013. The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities. European journal of teacher education, 36 (1), 68–83. doi:10.1080/02619768.2012.678486.
  • Gallagher, T., et al., 2011. Establishing and sustaining teacher educator professional development in a self-study community of practice: pre tenure teacher educators developing professionally. Teaching and teacher education, 27, 880–890. doi:10.1016/j.tate.2011.02.003
  • Gormally, C., 2016. Developing a teacher identity: TAs’ perspectives about learning to teach inquiry based biology labs. International journal of teaching and learning in higher education, 28, 176–192.
  • Grau, V., et al., 2017. Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile. Cambridge journal of education, 47 (1), 19–36. doi:10.1080/0305764X.2015.1102867.
  • Gunel, M., 2008. Critical elements for the science teacher to adopt a student-centred approach: the case of a teacher in transition. Teachers and teaching, 14, 209–224. doi:10.1080/13540600802006095.
  • Guskey, T., 2002. Professional development and teacher change. Teachers and teaching, 8, 381–391. doi:10.1080/135406002100000512.
  • Hadar, L. and Brody, D., 2010. From isolation to symphonic harmony: building a professional development community among teacher educators. Teaching and teacher education, 26, 1641–1651. doi:10.1016/j.tate.2010.06.015.
  • Hadar, L. and Brody, D., 2016. Talk about student learning: promoting professional growth among teacher educators. Teaching and teacher education, 59, 101–114. doi:10.1016/j.tate.2016.05.021.
  • Hamilton, M., 2017. Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio, Studying Teacher Education, doi:10.1080/17425964.2017.1414041
  • Hamilton, M., 2018. Pedagogical transitions among science teachers: how does context intersect with teacher beliefs? Teachers and teaching 24 (2), 151–165. doi:10.1080/13540602.2017.1367658
  • Huberman, M. and Miles, B., 1994. Data management and analysis methods. In: N. Denzin. and Y. Lincoln., eds. Handbook of qualitative research. Thousand Oaks, CA: Sage, 769–802.
  • Hughes, J. and Moore, I., 2007. Reflective portfolios for professional development. In: C. O’Farrell, ed. Teaching portfolio practice in Ireland: A handbook. Dublin: Higher Education Authority, 11–24.
  • Hustler, D., et al., 2003. Teachers perceptions of continuing professional development. London: HMSO.
  • Iannelli, C., Smyth, E., and Klein, M., 2016. Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland. British educational research journal, 42 (4), 543–728. doi:10.1002/berj.3217.
  • Kelchtermans, G., 2009. Who I am in how I teach is the message: self‐understanding, vulnerability and reflection. Teachers and teaching, 15 (2), 257–272. doi:10.1080/13540600902875332.
  • King, F., 2014. Evaluating the impact of teacher professional development: an evidence-based framework. Professional development in education, 40 (1), 89–111. doi:10.1080/19415257.2013.823099.
  • King, F., 2016. Teacher professional development to support teacher professional learning: systemic factors from Irish case studies. Teacher development, 20 (4), 574–594. doi:10.1080/13664530.2016.1161661.
  • Klenowski, K., Askew, S., and Carnell, E., 2006. Portfolios for learning, assessment and professional development in higher education. Assessment & evaluation in higher education, 31 (3), 267–286. doi:10.1080/02602930500352816.
  • Loughran, J.J., 2014. Professionally developing as a teacher educator. Journal of teacher education, 65 (4), 271–283. doi:10.1177/0022487114533386.
  • Meyer, D.Z., et al., 2013. Theoretical and empirical exploration of intrinsic problems in designing inquiry activities. Research in science education, 43, 57–76. doi:10.1007/s11165-011-9243-4.
  • Morrison, J.A. and Estes, J.C., 2007. Using scientists and real-world scenarios in professional development for middle school science teachers. Journal of science teacher education, 18, 165–184. doi:10.1007/s10972-006-9034-3.
  • National Forum for the Enhancement of Teaching and Learning in Higher Education 2016, “National Professional Development Framework for all Staff Who Teach in Higher Education,„ in teaching and learning, https://www.teachingandlearning.ie/publication/national-professional-development-framework-for-all-staff-who-teach-in-higher-education/.
  • O’ Farrell, C., 2007. Teaching portfolio practice in Ireland: A handbook. Dublin: Higher Education Authority.
  • Oleson, A. and Hora, M.T., 2014. Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty-teaching practices. Higher education, 68 (1), 29–45. doi:10.1007/s10734-013-9678-9.
  • Piggott, J. and Irvine, L., 2006. Establishing criteria for effective professional development and use in evaluating an action research based programme. Journal of in-service education, 32, 477–496. doi:10.1080/13674580601024432.
  • Smyth, E. and Banks, J., 2012. High stakes testing and student perspectives on teaching and learning in the Republic of Ireland. Educational assessment, evaluation & accountability, 24 (4), 283–306. doi:10.1007/s11092-012-9154-6.
  • Smyth, E., Banks, J., and Calvert, E., 2011. From leaving certificate to leaving school: a longitudinal study of sixth year students. Dublin: Liffey Press.
  • Stoll, L., et al., 2006. Professional learning communities: a review of the literature. Journal of educational change, 7 (4), 221–258. doi:10.1007/s10833-006-0001-8.
  • Sugrue, C., Morgan, M., and Raftery, D., 2001. Policy and practice of professional development for primary and post primary teachers in Ireland; A critical analysis. Dublin: St Patricks College and Education Department, UCD.
  • Svendsen, B., 2016. Teachers’ experience from a school-based collaborative teacher professional development programme: reported impact on professional development. Teacher development, 20 (3), 313–328. doi:10.1080/13664530.2016.1149512.
  • The Teaching Council, 2016. Cosán, framework for teachers’ learning. Maynooth: The Teaching Council.
  • Wermke, W., 2011. Continuing professional development in context: teachers’ continuing professional development culture in Germany and Sweden. Professional development in education, 37 (5), 665–683. doi:10.1080/19415257.2010.533573.
  • Wood, D. and Borg, T., 2010. The rocky road: the journey from classroom teacher to teacher educator. Studying teacher education, 6 (1), 17–28. doi:10.1080/17425961003668914.
  • Young, J.R. and Erickson, L.B., 2011. Imagining, becoming, and being a teacher: how professional history mediates teacher educator identity. Studying teacher education, 7 (2), 121–129. doi:10.1080/17425964.2011.591133.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.