Congratulations to Dr.
Sally B. Gutierez of NISMED’s Elementary School Science Group on the
publication of her paper, “Learning from teaching: Teacher sense-making on
their research and school-based professional development,” in Issues in
Educational Research, a Scopus-listed journal.
The focus of this
qualitative study was to articulate the sense making and practitioner research
inquiry of teachers on their scaffolded collaborative lesson planning as one of
the components of their on-going professional development (PD). Data were
obtained from the formal and informal reflections of the teacher study groups
who collaboratively worked on an inquiry-based lesson for elementary school
classes.
The study’s findings
revealed that teachers regarded their PD as a simultaneous social and cognitive
process of adult learning, a venue for shared ownership which yielded
commitment towards enacted practices, and an experiential learning environment
with the provision for suitable prompts for reflective practice. It further
created their sense of professional identity as they established a shared
leadership and feeling of effectiveness and improved sense of teacher identity.
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