scholarly journals Teacher professional learning through Lesson Study: an examination of Lesson Study in relation to adaptive teaching competence, teacher self-efficacy, and the school context

2019 ◽  
Author(s):  
Tijmen Michiel Schipper
Keyword(s):  
Professional Learning ◽  
Self Efficacy ◽  
Lesson Study ◽  
School Context ◽  
Teacher Professional Learning ◽  
Teaching Competence ◽  
Adaptive Teaching ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

Teacher Education and Lesson Study

2019 ◽  
Author(s):  
Peter Dudley
Keyword(s):  
Professional Learning ◽  
Lesson Study ◽  
Teacher Professional Learning ◽  
Complex Environment ◽  
Global Spread ◽  
Teacher Professional ◽  
System Improvement ◽  
Specific Factors ◽  
Learning Factors

Lesson Study is a form of collaborative, classroom-based teacher professional development, and also a form of institutional and local educational system improvement. It originated in Japan and experienced rapid global spread in the 21st century. The deliberate processes of Lesson Study can help overcome specific factors that can form barriers to teacher professional learning—factors such as the complex environment of the classroom and the role of tacit knowledge.

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

2018 ◽  
Vol 5 (1) ◽  
pp. 141-147
Author(s):  
Liang Huang ◽  
Nicholas Sun-Keung Pang
Keyword(s):  
Professional Learning ◽  
Structural Equation Modelling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teacher Engagement ◽  
Teacher Capacity ◽  
Equation Modelling ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Relationship

When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection. Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.

scholarly journals Influence of Professional Learning on Elementary Teacher Self-Efficacy in Teaching with an Integrated STEM Approach

2018 ◽  
Vol 10 (1) ◽  
pp. 68 ◽  
Author(s):  
D Ty Arendall ◽  
Thomas Casteel ◽  
Brad Lewis ◽  
Jodi Newton ◽  
Leslie S Ennis ◽  
...  
Keyword(s):  
Professional Learning ◽  
Self Efficacy ◽  
Future Research ◽  
Stem Learning ◽  
Structured Interviews ◽  
Stem Programs ◽  
Student Focus ◽  
Stem Instruction ◽  
Teacher Professional ◽  
Teacher Self Efficacy

The purpose of the qualitative study was to determine the influence of key features of professional learning on teacher efficacy/attitudes towards Science Technology Engineering and Math (STEM) instruction. The study utilized a purposeful sampling of elementary teachers with a minimum of three years of experience in teaching STEM. The seven teachers selected for the study were from three school districts recognized for strong STEM programs, and they were identified by gatekeepers in those districts as highly confident and effective teachers of STEM. Rather than seeking to identify specific professional development models, the researchers sought a broader understanding of professional learning –specifically seeking to identify learning features that contributed to teacher self-efficacy in STEM. Data collected from structured interviews were analyzed using qualitative methods to answer research questions and determine a grounded theory. The data suggest that the following aspects of professional learning enhanced participants’ self-efficacy to teach STEM: a) student focus, b) STEM learning continuum, c) networking, d) expertise, and e) culture. In addition, the researchers determined that the five core features of teacher professional learning first described by Desimone (2009) were present in the data: a) content focus, b) active learning, c) coherence, d) duration, e) collective participation. The researchers conclude by offering practical recommendations for educators seeking to implement STEM, as well as suggestions for future research studies.

Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis

2021 ◽  
pp. 174114322110098
Author(s):  
Lei Mee Thien ◽  
Shengnan Liu ◽  
Liu Qing Yee ◽  
Donnie Adams
Keyword(s):  
Instructional Leadership ◽  
Least Squares ◽  
Partial Least Squares ◽  
Professional Learning ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
International Student Assessment ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional

The poor student performance in the Programme for International Student Assessment has urged the Malaysian authorities to upskill teachers’ professional learning. However, little is known about how instructional leadership contributes to teacher professional learning, especially in the Malaysian context. This study seeks to investigate the direct relationship between principal instructional leadership and teacher professional learning through the mediating effects of teachers’ trust in the principal and self-efficacy in a multiple mediated-effects model. Data were collected from 335 primary and secondary school teachers in Penang, Malaysia. A partial least squares structural equation modelling approach was used for data analysis. The results found that the relationship between principal instructional leadership and teacher professional learning is mediated by teachers’ trust in the principal and self-efficacy. Implications for theory and knowledge are presented.

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