Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning

PERRY, Emily and BOYLAN, Mark (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. In: Re-thinking Models of Professional Learning, Aston University, Birmingham, 28-29 November 2014.

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Abstract

A group of facilitators of science teacher professional development engaged in collaborative reflection on their practice through video observation. The impact of this was analysed using a framework based on an interconnected model of teacher professional growth (Clarke and Hollingsworth 2002). Reported impacts were located within the model and compared to participants’ anticipated learning before the programme. Pathways were drawn using the framework which described processes of learning. The interconnected model supported understanding of the impacts, both planned and unexpected, of the professional development programme, and the processes of learning which led to these impacts. In applying the model to facilitators rather than teachers, the nature of the domains of learning and the learning environment needed to be adapted. This provides insight into the role and practices of the professional development facilitators, an under-researched area, as well as the strengths and limitations of the model.

Item Type:	Conference or Workshop Item (Paper)
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Depositing User:	Emily Perry
Date Deposited:	31 Jan 2017 14:18
Last Modified:	18 Mar 2021 15:32
URI:	https://shura.shu.ac.uk/id/eprint/14874

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