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Education Sciences
Special Issues
Hybrid Ecologies for Teacher Professional Learning
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Hybrid Ecologies for Teacher Professional Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 7953

Special Issue Editor

Dr. Sarah Prestridge

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Brisbane, QLD M09 2.108G, Australia
Interests: education; technology enhance learning; teacher professional development; online and distance education

Special Issue Information

Dear Colleagues,

There are many different ways that educators learn to professionally enhance their craft. Much is known about professional development approaches, traditional agenda driven approaches, online courses and informal approaches. However, there are two areas which need further examination, which are called for in this Special Issue. The first seeks to examine the relationship amongst approaches, how educators holistically learn with the hybridization of opportunities. The second seeks to examine change, how to shift teachers’ practice, not on a technical level but in regard to their pedagogical practices. Professional learning is about change and it is not enough to identify practices of engagement without impact. These two areas potentially will advance our understanding of professional development and explore new elements of teacher learning, teaching and professional engagement.

Dr. Sarah Prestridge
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher professional development
  • teacher professional learning
  • professional learning networks (PLN)
  • online learning
  • teacher change

Published Papers (3 papers)

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Research

22 pages, 1775 KiB  
Article
Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan
by Aiman Berikkhanova, Bayan Sapargaliyeva, Zhanar Ibraimova, Lyaziza Sarsenbayeva, Fatima Assilbayeva, Dana Baidildinova and Elaine Wilson
Educ. Sci. 2023, 13(10), 1034; https://doi.org/10.3390/educsci13101034 - 16 Oct 2023
Viewed by 1158
Abstract
This study provides a critical review and assessment of the problems of enhancing the research activity at a Kazakhstani pedagogical university that prepares future teachers. The aim of this study is to provide a rationale for the relevance of scientific and methodological support [...] Read more.
This study provides a critical review and assessment of the problems of enhancing the research activity at a Kazakhstani pedagogical university that prepares future teachers. The aim of this study is to provide a rationale for the relevance of scientific and methodological support for increasing the research activity of teachers at pedagogical universities through the systematic integration of practitioner action research into professional practice. The value of action research is related to the change in and improvement of the professional practice of teachers based on the convergence of practice-oriented science and science-oriented practice. This work is in response to the gap in the professional preparation of future teachers, particularly in terms of developing research competencies and equipping future teachers with knowledge about action research. This is in marked contrast to in-service teachers who have been exposed to action research through the whole country’s ongoing reform of teacher education. Using a large survey of academic staff, the paper identifies the key factors influencing the research activity of university teachers. The findings from the survey and the narrative review suggest a willingness and openness to new ways of working among staff, which would make it possible to increase the research activity of university teachers themselves by integrating non-formal forms of research such as action research into their practice. Full article
(This article belongs to the Special Issue Hybrid Ecologies for Teacher Professional Learning)
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12 pages, 287 KiB  
Article
Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development
by Emily Perry
Educ. Sci. 2023, 13(1), 48; https://doi.org/10.3390/educsci13010048 - 31 Dec 2022
Cited by 1 | Viewed by 3186
Abstract
The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by [...] Read more.
The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by schools in order to implement an entitlement for teachers to high-quality, sustained professional development. This paper explores the impact of COVID-19 on the participating schools’ approaches to professional development. Drawing on findings from the independent evaluation and school leaders’ experiences of the initiative, it describes how, before the pandemic, school leaders constructed professional development plans in alignment with school improvement objectives and address individual teachers’ professional learning needs. During the pandemic, after an initial de-prioritisation of professional development, plans were adapted to new professional development ecologies in schools. Professional learning activities moved to online, hybrid and blended environments and new activities were added in response to emerging teacher professional learning needs. This study demonstrates how schools’ plans for teacher professional development can, even in the most extreme conditions, be reshaped and adapted to changing circumstances and adds to the growing body of knowledge of online and hybrid professional development. Full article
(This article belongs to the Special Issue Hybrid Ecologies for Teacher Professional Learning)
14 pages, 284 KiB  
Article
A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education
by Rosa-María Rodríguez-Jiménez and Manuel Carmona
Educ. Sci. 2021, 11(9), 460; https://doi.org/10.3390/educsci11090460 - 24 Aug 2021
Cited by 3 | Viewed by 2289
Abstract
This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using [...] Read more.
This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice. Full article
(This article belongs to the Special Issue Hybrid Ecologies for Teacher Professional Learning)
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