01 SES 02 A, Learning Networks
This paper draws upon a broader piece of research aiming at analysing teacher leadership and professional development in context. Existing research literature reveals points to teachers’ preferences and processes of learning as well as to the contexts in which they occur and the variables influencing them (Calderhead, 1988; Lieberman, 1996; Flores et al., 2007; Collinson et al., 2009). Also, it reveals that continuing professional development (CPD) of teachers depends upon a wide array of variables that go beyond initial teacher preparation to include a number of planned and non-planned activities in which teachers engage throughout their careers (Huberman, 1993) and a variety of activities and learning experiences (Meirink et al., 2009). Time, support, willingness to learn and relevant opportunities are key elements in promoting the CPD of the teachers (Day, 2001) through, for instance, INSET activities or action-research projects. Therefore, it is important to analyse the meaning attached to these kinds of experiences in terms of learning and development and the contexts in which they take place. A better understanding of the learning activities teachers are engaged in and their outcomes in terms of cognitive and behavioural outcomes becomes crucial to provide them with relevant opportunities for professional development (Meirink et al., 2009).
As a result of a profound financial and economic crisis which has been affecting the Portuguese society at various levels (leading to salary cuts and higher taxes), Portuguese teachers have been facing challenges and increasing demands over the last few years. These are associated with salary cuts, high rates of unemployment, and policies on teacher evaluation, school governance, school curriculum reorganization, etc. Thus, it is important to get to know how teachers are experienced conditions for their professional development in such a demanding context.
Calderhead, J. (1988). The Development of Knowledge Structures in Learning to Teach. In Teachers’ Professional Learning, ed. J. Calderhead. London: The Falmer Press. Collinson, V., Kozina, E., Lin Yu‐Hao K., Ling, L., Matheson, I., Newcombe, L. and Zogla, I. (2009). Professional development for teachers: a world of change, European Journal of Teacher Education, 32, no.1: 3-19. Day, C. (2001). Desenvolvimento Profissional de Professores. Os desafios da aprendizagem permanente. Porto: Porto Editora. Estrela, M. T. (2003). A Formação Contínua entre a Teoria e a Prática. In Formação Continuada e Gestão da Educação, ed. N. Ferreira, 43-63. São Paulo: Cortez. Flores, M. A., Rajala, R., Simão, A. M. V., Tornberg, A., Petrovic, V. and Jerkovic, I. (2007). Learning at work Potential and Limits for Professional Development. In Addressing Challenges and Making a Difference. Making a Difference: Challenges for Teachers, Teaching, and Teacher Education, ed. J. Butcher and L. McDonald, 141-156. Rotterdam: Sense Publishers. Huberman, M. (1993). The lives of teachers. London: Cassell. Lieberman, A. (1996). Practices That Support Teacher Development. Transforming Conceptions of Professional Learning. In Teacher Learning. New Policies, New Practices, ed. M. W. McLaughlin and I. Oberman, 185-201. New York: Teachers College Press. Meirink, J. A., Meijer P. C., Verloop, N. and Bergen, T. C.M. (2009). How do teachers learn in the workplace? An examination of teacher learning activities, European Journal of Teacher Education 32, no. 3: 209-224. Nóvoa, A. (1992). Formação de professores e profissão docente. In Os professores e a sua formação, ed. A. Nóvoa, 15-31. Lisboa: Publicações Dom Quixote. Richter, D., Kunter, M., Klusmann, U., Ludtke, O. and Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities, Teaching and Teaching Education, 27, nº1:116-126.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.