ERIC Number: EJ1279363
Record Type: Journal
Publication Date: 2020-Aug
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0004-9441
EISSN: N/A
Available Date: N/A
Using Teacher Collective Efficacy as a Conceptual Framework for Teacher Professional Learning -- A Case Study
Loughland, Tony; Nguyen, Hoa T. M.
Australian Journal of Education, v64 n2 p147-160 Aug 2020
There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers' sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher's professional learning experience.
Descriptors: Professional Development, Teacher Collaboration, Cooperative Planning, Elementary School Teachers, Elementary School Science, Self Efficacy, Mastery Learning, Mentors, Program Effectiveness, Foreign Countries, Reflection
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A