'It's All about Coping with the New Specifications': Coping Professional Development -- The New CPD

Autor/in	Molway, Laura
Titel	'It's All about Coping with the New Specifications': Coping Professional Development -- The New CPD
Quelle	In: London Review of Education, 17 (2019) 2, S.97-111 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Faculty Development; Coping; Inservice Teacher Education; Foreign Countries; Second Language Instruction; Program Effectiveness; Language Teachers; Stress Variables; Self Efficacy; Teacher Attitudes; Teacher Competencies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bewältigung; Lehrerfortbildung; Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrkunst
Abstract	This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance teachers' professional efficacy and, consequently, the outcomes of students. The article examines the case of England, and takes a single subject area (modern foreign languages) as the context in which to explore teachers' PL experiences over the course of one calendar year. Data tracking the PL priorities and experiences of 54 teachers clustered in 14 state school languages departments were collected via four iterations of an online questionnaire. This was followed by in-depth semi-structured interviews with heads of department in six of the schools, enabling a process of triangulation. Analysis shows very limited engagement in PL activities of the kind identified in previous literature as effective in impacting student outcomes. In all the schools, teachers' PL experiences were shaped by a sharp focus on instrumental organizational aims related to the introduction of new examination specifications and curricula, reducing available time and resources for the pursuit of other development goals. A large amount of the variance in teachers' reported engagement in PL activities known to be effective can be explained by school membership. Heads of department recognize their role in shielding colleagues from excessive workload and promoting collaborative PL. However, they report varying degrees of agency in addressing contextual barriers to achieving these aims. In contexts where teachers report high levels of stress, this is associated with lower professional self-efficacy, engagement and intention to remain in the profession. (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/journals/london-review-of-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01