01 SES 01 B, Models and Theories in Teacher Professional Development: Professional learning and development in different national contexts in Europe Part 1
Symposium to be continued in 01 SES 02 B
Considering teacher professional development (PD) a process of continuous (de/re)construction of professional knowledge (PK) within practice (Gonçalves, 2011), professional development opportunities (PDO) are considered places of experimentation which can lead to innovation and renewal of practice. However, several studies showed that transformative practices and sustainable PD are not achieved simply by attending workshops, seminars and teacher education courses, though these may often include action research methodologies where the participant’s practice is investigated (DiPaola & Hoy, 2014; Fullan, 2007; Hargreaves & Fink, 2007; Vieira et al., 2014). Therefore, other more flexible ways of providing in-service teacher education should be sought, suitable to specific educative contexts, addressing teachers’ concerns and needs, enabling self-directed PD processes and simultaneously empowering teachers and strengthening their PK. This study intends to share a 3-phased PD strategy (preparatory, launching and co-designing phases), which enacts the formative potential of PK and experience of Portuguese heritage language teachers in Switzerland. The PD design follows a job embedded approach (DiPaola & Hoy, 2014) and respects the components of environments that foster PD (Gonçalves, 2011). It was designed by the pedagogical coordinator (PC) and has been being implemented since 2014. The findings of the first and second phases underline the difference between being an active or a receptive participant in PDO and also the positive impact of those roles on the motivation to invest in PD (Gonçalves, 2017a, 2017b). The third phase is being implemented, and aims at promoting collaborative professional learning, fostering experimentation and innovative practice. Teachers work collaboratively in groups of 3 to 5 elements. The PC launched the working sessions, thus assuring the project was understood and simultaneously helped in laying the foundation of the work throughout the school year. This paper focuses on the collected data of the third phase: a multimodal portfolio, a register grid with the evolution of each group work, and individual topic-oriented reflections. The data analysis will allow us to understand how this PDO may help to reframe teachers’ PK, leading to transformative teaching practices and the design of their own PD. Having in account the complete design of the PD strategy we will discuss in what ways exploring and enacting the formative potential of the constructed PK and experience can promote individual and collective professional learning, fostering sustainable change. Furthermore, it will be discussed if and how this situated experience could develop as a model of bottom-up approach to PD.
DiPaola, M.F.; Hoy, W.K. (2014). Improving Instruction through Supervision, Evaluation, and Professional Development. North Carolina, Charlotte: Information Age Publishing, Inc. Fullan, M. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. Gonçalves, M.L.S. (2011). Desenvolvimento profissional e educação em línguas: potencialidades e constrangimentos em contexto escolar. Tese de doutoramento. Aveiro: Universidade de Aveiro. Gonçalves, M.L.S. (2017a). Observar e enriquecer-se, partilhar e desenvolver-se: espaços (in)formais de desenvolvimento profissional docente in O POLH (Português como Língua de Herança) na Europa. Souza, A. & Lira, C. (orgs.). Vol. 1. pp. 80-125. Londres: JNPAQUET Books Ltd. Gonçalves, M.L.S. (2017b). Tackling sustainability: first steps into co-designing teacher professional development. In APPLES – Journal of Applied Language Studies. Vol. 11, 3, pp. 81-89. Hargreaves, A., & Fink, D. (2007). Liderança Sustentável. (Sustainable Leadership). Porto: Porto Editora. Vieira, F., Moreira, M.A., & Peralta, H. (2014). A Country in Focus – Research in foreign language education (2006–2011): Its transformative potential. Language Teaching, 47(2), 191–227.
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
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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
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