Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices

被引：0

作者：

Stevens, Tim M. ^{[1
]}

Day, Indira N. Z. ^{[2
]}

den Brok, Perry J. ^{[3
]}

Prins, Frans J. ^{[2
]}

Assen, Hanneke J. H. E. ^{[4
]}

Beek, Marlies Ter ^{[5
]}

Bombaerts, Gunter ^{[6
]}

Coppoolse, Remco ^{[7
]}

Cremers, Petra H. M. ^{[8
]}

Engbers, Rik ^{[9
]}

Hulsen, Madeleine ^{[10
]}

Kamp, Rachelle J. A. ^{[11
]}

Koksma, Jur J. ^{[9
]}

Mittendorff, Kariene ^{[12
]}

Riezebos, Jan ^{[13
]}

van der Rijst, Roeland M. ^{[14
]}

van de Wiel, Margje W. J. ^{[15
]}

Vermunt, Jan D. ^{[1
]}

机构：

[1] Eindhoven Univ Technol, Eindhoven Sch Educ, Eindhoven, Netherlands

[2] Univ Utrecht, Dept Educ, Utrecht, Netherlands

[3] Wageningen Univ & Res, Educ & Learning Sci Grp, Wageningen, Netherlands

[4] NHL Stenden Univ Appl Sci, Res Grp Design Based Hospitality Educ, Leeuwarden, Netherlands

[5] Univ Groningen, Educ Support & Innovat, Groningen, Netherlands

[6] Eindhoven Univ Technol, Ind Engn & Innovat Sci, Eindhoven, Netherlands

[7] Utrecht Univ Appl Sci, Res Grp Normat Professionalizat, Utrecht, Netherlands

[8] Hanze Univ Appl Sci, UNESCO Chair Futures Literacy, Groningen, Netherlands

[9] Radboud Univ Nijmegen, Med Ctr, Radboudumc Hlth Acad, Nijmegen, Netherlands

[10] HAN Univ Appl Sci, iXperium Ctr Expertise Teaching & Learning ICT, Arnhem, Netherlands

[11] Eindhoven Univ Technol, Learning & Dev, Eindhoven, Netherlands

[12] Saxion Univ Appl Sci, Innovat & Effect Educ, Enschede, Netherlands

[13] Univ Groningen, Fac Econ & Business, Groningen, Netherlands

[14] Leiden Univ, ICLON, Leiden, Netherlands

[15] Maastricht Univ, Dept Work & Social Psychol, Maastricht, Netherlands

来源：

HIGHER EDUCATION RESEARCH & DEVELOPMENT | 2023年

关键词：

higher education; educational innovation; teacher professional development; teacher learning;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research.

引用

页数：18

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