Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities.
| Title: | Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. |
|---|---|
| Authors: | Brennan, Aoife1 aoife.brennan@dcu.ie, Gorman, Alan2 |
| Source: | Professional Development in Education. Dec2023, Vol. 49 Issue 6, p1117-1130. 14p. |
| Subject Terms: | *PROFESSIONAL education, *TEACHER education, *PRIMARY schools, *DISTANCE education, *COOPERATIVE inquiry |
| Abstract: | Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants' beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a 'safe space' which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice. [ABSTRACT FROM AUTHOR] |
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| Items | – Name: Title Label: Title Group: Ti Data: Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brennan%2C+Aoife%22">Brennan, Aoife</searchLink><relatesTo>1</relatesTo><i> aoife.brennan@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22Gorman%2C+Alan%22">Gorman, Alan</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Professional+Development+in+Education%22">Professional Development in Education</searchLink>. Dec2023, Vol. 49 Issue 6, p1117-1130. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22PROFESSIONAL+education%22">PROFESSIONAL education</searchLink><br />*<searchLink fieldCode="DE" term="%22TEACHER+education%22">TEACHER education</searchLink><br />*<searchLink fieldCode="DE" term="%22PRIMARY+schools%22">PRIMARY schools</searchLink><br />*<searchLink fieldCode="DE" term="%22DISTANCE+education%22">DISTANCE education</searchLink><br />*<searchLink fieldCode="DE" term="%22COOPERATIVE+inquiry%22">COOPERATIVE inquiry</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants' beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a 'safe space' which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Professional Development in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19415257.2023.2238717 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1117 Subjects: – SubjectFull: PROFESSIONAL education Type: general – SubjectFull: TEACHER education Type: general – SubjectFull: PRIMARY schools Type: general – SubjectFull: DISTANCE education Type: general – SubjectFull: COOPERATIVE inquiry Type: general Titles: – TitleFull: Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brennan, Aoife – PersonEntity: Name: NameFull: Gorman, Alan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 19415257 Numbering: – Type: volume Value: 49 – Type: issue Value: 6 Titles: – TitleFull: Professional Development in Education Type: main |
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