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Relevant bibliographies by topics / Professional Learning (PL)

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Journal articles

Academic literature on the topic 'Professional Learning (PL)'

Author: Grafiati

Published: 20 February 2023

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Journal articles on the topic "Professional Learning (PL)"

1

Morrison, Laura, Jennifer Robb, Janette Hughes, and Margie Lam. "Social Presence in Virtual Professional Learning." Journal of Digital Life and Learning 1, no. 1 (2021): 93–110. http://dx.doi.org/10.51357/jdll.v1i1.160.

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Our Participatory Action Research (PAR) study explored the development and facilitation of an innovative virtual maker professional learning (PL) program during the COVID-19 pandemic. Participants included four researchers and educators from a university in southern Ontario. Findings indicate that social presence plays a particularly important role in virtual maker PL for participant engagement and learning. Virtual maker educators may experience moments of isolation, doubt and frustration which can be alleviated by making and learning in a community of practice in order to feel supported and

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Murza, Kimberly A., and Barbara J. Ehren. "Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 181–93. http://dx.doi.org/10.1044/2015_lshss-14-0101.

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Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs,

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Maher, Damian. "In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19." International Journal for Research in Education 46, no. 2 (2022): 84–125. http://dx.doi.org/10.36771/ijre.46.2.22-pp84-125.

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Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers wer

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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.

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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included sem

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5

Hesterman, Sandra, and Susan Girak. "Creative Reuse: REmida Teacher Professional Learning for a Sustainable Future." Education and Society 40, no. 1 (2022): 25–35. http://dx.doi.org/10.7459/es/40.1.03.

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In Western Australia (“WA”), teachers are required to undertake 100 hours of professional learning (PL) to maintain their registration. REmida WA Creative Reuse Centre offers Reggio-inspired “100 Languages” workshops as part of its PL programme, thus enabling interested teachers to attain the necessary hours. The purpose of this research is to help REmida WA identify the needs and interests of their clientele so they may design relevant educational experiences that accommodate clients’ professional learning goals. This mixed-methods study examines teachers’ motivation to attend REmida WA’s “10

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6

Spoon, Robyn, Lisa DaVia Rubenstein, Kate Shively, Krista Stith, Margaret Ascolani, and Mistie L. Potts. "Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model." Journal for the Education of the Gifted 43, no. 3 (2020): 193–226. http://dx.doi.org/10.1177/0162353220933001.

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Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings

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7

Utami, I. G. A. Lokita Purnamika, and Sarah Prestridge. "HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (2018): 245. http://dx.doi.org/10.15639/teflinjournal.v29i2/245-265.

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Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers’ practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrat

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Lewis, Katie, and Angela M. Novak. "Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices." Gifted Education International 38, no. 2 (2022): 309–28. http://dx.doi.org/10.1177/02614294221078081.

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Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to addre

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9

Sriwigati, Dyah, and Lisa Musharyanti. "Benefits and challenges of peer learning methods in health professional students: A literature review." Bali Medical Journal 11, no. 3 (2022): 1626–31. http://dx.doi.org/10.15562/bmj.v11i3.3755.

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Introduction: The curriculum for health profession education uses a variety of teaching techniques. A strategy is needed to create a creative learning environment during the implementation of the academic learning process so that students can achieve the expected competencies. Peer learning is one of the learning methods to facilitate student learning experience. Peer learning (PL) uses peers as tutors in the learning process and the process of students learning with and from each other. The application of the peer learning method in the health student learning curriculum is considered to have

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Cowart, Emily. "Implementation of Personalized Learning in a New Charter School." Journal for Undergraduate Ethnography 11, no. 3 (2021): 21–35. http://dx.doi.org/10.15273/jue.v11i3.11241.

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Personalized Learning (PL) is an educational approach that tailors instruction to the academic needs of each student. Most research on PL focuses on student achievement, technology, and implementation challenges. Little research has been conducted on the actual practices that teachers use to personalize instruction and on students’ and teachers’ feelings about being in a school that implements PL. I conducted a case study at a recently opened rural elementary charter school in the southern United States, which was implementing PL schoolwide. After attending a professional development workshop

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