62,821
Views
22
CrossRef citations to date
0
Altmetric
Review Article

Teachers’ professional development in school: A review study

ORCID Icon | (Reviewing editor)
Article: 1522781 | Received 01 Jun 2018, Accepted 10 Sep 2018, Published online: 03 Oct 2018

References

  • Adolfsson, C.-H., & Alvunger, D. (2017). The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools. Improving Schools, 20(3), 195–208. doi:10.1177/1365480217710874
  • Alexandrou, A., & Swaffield, S. (2014). Teacher leadership and professional development. Abingdon: Routledge.
  • Ambler, T. B. (2016). The day-to-day work of primary school teachers: A source of professional learning. Professional Development in Education, 42(2), 276–289. doi:10.1080/19415257.2014.998343
  • Andrews-Larson, C., Wilson, J., & Larbi-Scerif, A. (2017). Instructional improvement and teachers’ collaborative conversations: The role of focus and facilitation. Teacher College Record, 119, 1–37.
  • Birky, V. D., Shelton, M., & Headley, S. (2006). An administrator’s challenge: Encouraging teachers to be leaders. NASSP Bulletin, 90(2), 87–101. doi:10.1177/0192636506290155
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. doi:10.3102/0013189X033008003
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
  • Camburn, E. M. (2010). Embedded teacher learning opportunities as a site for reflective practice: An exploratory study. American Journal of Education, 116(4), 463–489. doi:10.1086/653624
  • Charmaz., K. (2014). Constructing grounded theory (2nd ed.). London: Sage.
  • Chen, X. (2017). Theorizing Chinese lesson study from a cultural perspective. International Journal of Lesson and Learning Studies, 6(4), 283–292. doi:10.1108/IJLLS-12-2016-0059
  • Cheng, X., & Wu, L.-Y. (2016). The affordances of teacher professional learning comminities: A case study of a Chinese secondary school. Teaching and Teacher Education, 58, 54–67. doi:10.1016/j.tate.2016.04.008
  • City, E. A., Elmore, R. F., Fiarman, R. F., & L. Tietel, L. (2010). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
  • Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions, psychological and educational considerations (pp. 1–46). Cambridge University Press.
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: The Belknap Press of Harvard University Press.
  • Cole, M., & Engeström, Y. (2007). Cultural-historical approaches to designing for development. In J. Valsiner & A. Rosa (Eds.), The Cambridge handbook of sociocultural psychology (pp. 484–507). New York: Cambridge University Press.
  • Cravens, X., Drake, T. A., Goldring, E., & Shuermann, P. (2017). Teacher peer excellence groups (TPEGs). Building communities of practice for instructional improvement. International Journal of Lesson and Learning Studies, 55(5), 283–292.
  • Cravens, X., & Wang, J. (2017). Learning from the masters: Shanghai’s teacher-expertise infusion system. International Journal of Lesson and Learning Studies, 6(4), 306–320. doi:10.1108/IJLLS-12-2016-0061
  • Crespo, S. (2006). Elementary teacher talk in mathematics study groups. Educational Studies in Mathematics, 63, 29–56. doi:10.1007/s10649-005-9006-0
  • Darling-Hammond, L., Chung, R. W., Andree, A., & Richardson, N. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: National Staff Development Council.
  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
  • Dobie, T. E., & Anderson, E. R. (2015). Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs. Teaching and Teacher Education, 47, 230–240. doi:10.1016/j.tate.2015.01.003
  • DuFour, R., & Fullan, M. (2012). Cultures built to last: Systemic PLCs at work. Bloomington, IN: Solution Tree Press.
  • Elmore, R. F. (2000). Building a new structure for school leadership. American Educator, 23(4), 1–9.
  • Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultit Oy.
  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrøm, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, MA: Cambridge University Press.
  • Engeström, Y. (2000). From individual action to collective activity and back: Developmental work research as an interventionist methodology. In P. Lauff, J. Hindmarsh, & C. Heath (Eds.), Workplace studies. Recovering work and informing system design (pp. 150–280). New York: Cambridge University Press.
  • Engeström, Y. (2001). Expansive learning at work. Toward an activity-theoretical reconceptualization. London: Institute of Education, University of London.
  • Engeström, Y., & Toiviainen, H. (2011). Co-configurational design of learning instrumentalities: An activity-theoretical perspective. In S. R. Ludvigsen, R. Säljö, I. Rasmussen, & A. Lund (Eds.), Learning across sites: New tools, infrastructures and practices (pp. 33–52). Abington: Routledge.
  • Engestrøm, Y., & Miettinen, R. (1999). Introduction. In Y. Engestrøm, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 1–16). Cambridge, MA: Cambridge University Press.
  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. doi:10.1016/j.edurev.2009.12.002
  • Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts. A methodological framework. Journal of Organizational Change, 24(3), 368–387. doi:10.1108/09534811111132758
  • Ermeling, B. A., & Yarbo, J. (2016). Expanding instructional horizons: A case study of teacher team-outside expert partnership. Teachers Colleges Record, 118(2), 1–48.
  • European Commission. (2013). The teaching and Learning International Survey (TALIS): Main findings from the survey and implications for education and training policies in Europe. Retrieved 2018, January 6 from http://www.oecd.org/edu/school/talis-2013-results.htm
  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and competence issues (pp. 3–15). Mahwah: Lawrence Erlbaum Associated.
  • Freeney, E. J. (2016). How an orientation to learning influences the expansive-restrictive nature of teacher learning and change. Teacher Development, 20(4), 458–481. doi:10.1080/13664530.2016.1161659
  • Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91–105. doi:10.1080/02619768.2013.763791
  • Fullan, M. (2007). The new meaning of educational change. Abingdon: Routledge.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi:10.3102/00028312038004915
  • Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
  • Girvan, G., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139. doi:10.1016/j.tate.2016.04.009
  • Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study. Case study of teacher learning in a Singapore primary school level team. Journal of Lesson and Learning Studies, 6(2), 135–150. doi:10.1108/IJLLS-11-2015-0037
  • González, G., Deal, J. T., & Skultety, L. (2016). Facilitating teacher learning when using different representations of practice. Journal of Teacher Education, 67(5), 447–466. doi:10.1177/0022487116669573
  • Goodnough, K. (2016). Professional learning of K-6 teachers in science through collaborative action research: An activity theory analyses. Journal of Science Teacher Education, 27, 747–767. doi:10.1007/s10972-016-9485-0
  • Grau, V., Calcagni, E., Preiss, D. D., & Ortiz, D. (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
  • Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. The Teachers College Record, 103(6), 942–1012. doi:10.1111/0161-4681.00140
  • Hadfield, M., & Jopling, M. (2016). Problematizing lesson study and its impacts: Studying a highly contextualized approach to professional learning. Teaching and Teacher Education, 60, 203–214. doi:10.1016/j.tate.2016.08.001
  • Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of Shanghai primary school. Journal of Educational Administration, 45(1), 101–122.
  • Hardy, I., & Edwards-Groves, C. (2016). Historicising teachers’ learning: A case study of productive professional practice. Teachers and Teaching: Theory and Practice, 22(5), 538–552. doi:10.1080/13540602.2016.1158463
  • Hennessy, S., Hasler, B., & Hofman, R. (2016). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. doi:10.1080/02671522.2015.1073343
  • Holland, D., Lachicotte, W., Skinner, D. W., Jr., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harward University Press.
  • Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers- workgroup conversations. Journal of Teacher Education, 68(1), 41–54. doi:10.1177/0022487116676315
  • Horn, I. S., & Kane, B. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. The Journal of the Learning Sciences, 24(3), 373–418. doi:10.1080/10508406.2015.1034865
  • Hutchins, E. (1996). Learning to navigate. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 35–63). Cambridge, UK: Cambridge University Press.
  • Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense.
  • 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
  • King, F., & Stevenson, H. (2017). Generating change from below: What role for leadership from above? Journal of Educational Administration, 55(6), 657–670. doi:10.1108/JEA-07-2016-0074
  • Kluckhohn, C. (1949). Mirror for man: The relation of anthropology to modern life. New York: Whittlesey House.
  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner (6th ed.). Amsterdam: Elsevier.
  • Kullberg, A., Runesson, U., Marton, F., Vikström, A., Nilsson, P., Mårtensson, P., & Häggström, J. (2016). Teaching one thing at a time or several things together? – Teachers changing their way of handling the object of learning by being enganged in a theory-based professional learning community in mathematics and science. Teachers and Teaching. Theory and Practice, 22(6), 745–759. doi:10.1080/13540602.2016.1158957
  • Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. doi:10.1016/S0742-051X(02)00101-4
  • Kyriakides, L., Christoforidou, M., Panayiotou, A., & Creemers, B. P. M. (2017). The impact of a three-year teacher professional course on quality of teaching: Strengths and limitations of the dynamic approach. European Journal of Teacher Education, 40(4), 465–486. doi:10.1080/02619768.2017.1349093
  • Leontèv, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs: Prentice-Hall.
  • Leontèv, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 37–71). Armonk: M.E. Sharpe, Inc.
  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14. doi:10.3102/0013189X035003003
  • Lewis, J. M., Fischman, D., Riggs, I., & Wasserman, K. (2013). Teacher learning in lesson study. The Mathematics Enthusiast, 10(3), 583–620.
  • Little, J. W. (2012). Professional community and professional development in the learning-centered school. In M. Kooy & K. van Veen (Eds.), Teaching learning that matters: International perspectives (pp. 22–46). London: Routledge.
  • Liu, S., Hallinger, P., & Feng, D. (2016). Learning-centered leadership and teacher learning in China: Does trust matter? Journal of Educational Administration, 54(6), 661–682. doi:10.1108/JEA-02-2016-0015
  • Lyna, K., Hung, D. W., & Chong, A. K. (2016). Promoting teachers’ instructional practices in alternative assessment through teacher collaboration. Educational Research, Policy and Practice, 15, 131–146. doi:10.1007/s10671-015-9189-9
  • MacBeath, J., & Dempster, N. (2008). Connecting leadership and learning. Principles for practice. London: Routledge.
  • McNiff, J. (2013). Action research: Principles and practice. London: Routledge.
  • Mohan, P. P., Chand, D. D., & Lingam, G. I. (2017). Teachers’ perceptions of the impact of professional development on learning and teaching in a developing nation. Australian Journal of Teacher Education, 42(11), 18–33. doi:10.14221/ajte.2017v42n11.2
  • Olin, A., & Ingerman, Å. (2016). Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team. Journal of Science Teacher Education, 27, 607–624. doi:10.1007/s10972-016-9477-0
  • Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27, 443–453. doi:10.1016/j.tate.2010.09.014
  • Pang, N., Wang, T., S.-K., & Leung, Z. L.-M. (2016). Educational reforms and the practices of professional learning community in Hong Kong primary schools. Asia Pacific Journal of Education, 36(2), 231–247. doi:10.1080/02188791.2016.1148852
  • Parise, L. M., & Spillane., J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal, 110(3), 323–346. doi:10.1086/648981
  • Piyaman, P., Hallinger, P., & Viseshsiri, P. (2017). Addressing the achievement gap. Exploring principal leadership and teacher professional learning in urban and rural primary schools in Thailand. Journal of Educational Administration, 55(6), 717–734. doi:10.1108/JEA-12-2016-0142
  • Polanyi, M. (1967). The tacit dimension. London: Routledge & Kegan Paul.
  • Popp, J. S., & Goldman, S. R. (2016). Knowledge building in teacher professional learning communities: Focus of meetings matters. Teaching and Teacher Education, 59, 347–359. doi:10.1016/j.tate.2016.06.007
  • Postholm, M. B. (2008). The start-up phase in a research and development work project: A foundation for development”. Teaching and Teacher Education, 24(3), 575–584. doi:10.1016/j.tate.2007.08.001
  • Postholm, M. B. (2016). Collaboration between teacher educators and schools to enhance development. European Journal of Teacher Education, 39(4), 452–470. doi:10.1080/02619768.2016.1225717.
  • Postholm, M. B. (2018). Case A. In M.B. Postholm, A. Normann, T. Dahl, E. Dehlin, G. Engvik, & E. J. Irgens (Eds.), Ungdomstrinn i utvikling. En mulighetenes gavepakke til skole- og utdanningssektoren [Developing lower secondary school. Quite possibly a gift to the school and educational sector]. Retrieved 2018, January 2 from https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/ungdomstrinn-i-utvikling—en-mulighetens-gavepakke-til-skole–og-utdanningssektoren/
  • Postholm, M. B., & Wæge, K. (2016). Teachers’ learning in school based development. Educational Research, 58(1), 24–38. doi:10.1080/00131881.2015.1117350
  • Sachs, H. (1992). Lectures on conversation (G. Jefferson, Ed., Vol. 2). Oxford: Blackwell.
  • Salleh, H. (2016). Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education, 36(2), 285–300. doi:10.1080/02188791.2016.1148855
  • Salleh, H., & Tan, C. (2017). Professional learning communities in Singapore and Shanghai: Implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91–104. doi:10.1080/03057925.2016.1153408
  • Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234–257. doi:10.1080/10749030802186769
  • Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007). Teacher teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67–100. doi:10.1177/0013161X06293631
  • Sfard, A. (2003). Balancing the unbalanceable: The NCTM standards in light of theories of learning mathematics. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 353–392). Reston, VA: National Council of Teachers of Mathematics.
  • Shuilleabhain, A. N. (2016). Developing mathematics teachers’ pedagogical content knowledge in lesson study: Case study findings. International Journal of Lesson and Learning Studies, 5(3), 212–226. doi:10.1108/IJLLS-11-2015-0036
  • Silva, J. S., Amante, L., & Morgado, J. (2017). School climate, principal support and collaboration among Portuguese teachers. European Journal of Teacher Education, 40(4), 505–520. doi:10.1080/02619768.2017.1295445
  • Skott, C. K., & Møller, H. (2017). The individual teacher in lesson study collaboration. International Journal for Lesson and Learning Studies, 6, 216–232. doi:10.1108/IJLLS-10-2016-0041
  • Skott, J. (2013). Understanding the role of the teacher in emerging classroom practices: Searching for patterns of participation. ZDM : The International Journal on Mathematics Education, 40(4), 547–559. doi:10.1007/s11858-013-0500-z
  • Smith, K., & Lindsay, S. (2016). Building future directions for teacher learning in science education. Research in Science Education, 46, 243–261. doi:10.1007/s11165-015-9510-x
  • Smylie, M. A., Mayrowetz, D., Murphy, J., & Louis, K. S. (2007). Trust and the development of distributed leadership. Journal of School Leadership, 17(4), 469–503.
  • Soini, T., Pietarinen, J., & Pyhältö, K. (2016). What if teachers learn in the classroom? Teacher Development. An International Journal of Teachers’ Professional Development, 20(3), 380–397.
  • Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications, Inc.
  • Sung, Y.-K., Lee, Y., & Choi, I.-S. (2016). Contradiction, mediation, and school change: An analyses of the pedagogical practices in the Hyukshin School in South Korea. KJEP, 13(2), 221–244.
  • Tan, Y. S. M., & Caleon, I. S. (2016). Problem finding in professional learning communities: A learning study approach. Scandinavian Journal of Educational Research, 60(2), 127–146. doi:10.1080/00313831.2014.996596
  • Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices, the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. doi:10.1177/0013161X11400185
  • Timperley, H. (2011). Realizing the power of professional learning. London: McGraw-Hill Education.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • Van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192. doi:10.1016/j.tate.2011.09.005
  • Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26–38. doi:10.1016/j.tate.2016.03.003
  • Vangrieken, K., Dorchy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. doi:10.1016/j.edurev.2015.04.002.
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. doi:10.1016/j.tate.2007.01.004
  • Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of lesson study: A video-based analyses of teacher discussions. Teaching and Teacher Education, 61, 211–224. doi:10.1016/j.tate.2016.10.014
  • Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
  • Vygotsky, L. S. (2000). Thought and Language. Cambridge, MA: MIT Press.
  • Walker, E. (2007). A teacher educators’ role in an Asia-derived learning study. Studying Teacher Education, 3(1), 103–114. doi:10.1080/17425960701284081
  • Wertsch, J. (1981). The concept of activity in soviet psychology: An introduction. In J. Wertsch (Eds.), The concept of activity in soviet psychology (pp. 3-36). Armonk, NY: M. E. Sharpe.
  • Wertsch, J.. (1985). Vygotsky and the social formation of mind. Cambridge: Harvard University Press.
  • Wertsch, J. V. (1991). Voices of the mind. A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
  • Wolcott, H. (2008). Ethnography. A way of seeing. London: AltaMira Press.
  • Wood, K., Jaidin, H., Jawawi, R., Perera, J. S. H. Q., Salleh, S., Shahrill, M., & Sithamparam, S. (2017). How and what teachers learn from collaborative professional development. International Journal of Lesson and Learning Studies, 6(2), 151–168. doi:10.1108/IJLLS-09-2016-0028
  • Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education, 60(3), 243–257. doi:10.1177/0022487109336968