The collaborative apprenticeship model: Situated professional development within school settings

By Evan M. Glazer, Michael J. Hannafin. 2006

319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/be08a89912a5c60e2c70e9e5965d580d36466db8

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

The Impact of Literacy Coaches: What Teachers Value and How Teachers Change (2010, background): “…community mattered a great deal to the teachers is not news to those who study PD (e.g., Clair, 1998; Clark et al., 1996; Gentry & Keilty, 2004; Glazer & Hannafin, 2006; Johnson, 1990; Joyce, 2004; Park, Oliver, Johnson, Graham, & Oppong, 2007; Perez-Katz, 2007; Raphael et al., 2001;…”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, result): “The findings reported in this paper provide additional empirical support for the professional development frameworks described by Browder et al. (2012), Desimone (2009), Dunst and Trivette (2009), Guskey (2014), and others (Gall and Vojtek 1994; Glazer and Hannafin 2006; Joyce and Showers 2002).”
Examining How Learner-Centered Professional Development Influences Teachers’ Espoused and Enacted Practices (2011, background): “…of their learning experiences (Garet et al., 2001); • promote collaboration among teachers and between teachers and related educational personnel (Glazer & Hannafin, 2006; Hord, 2004); • emphasize comprehensive change processes (Fishman et al., 2003; Orrill, 2001); • develop knowledge and…”
Strategies for mentoring pedagogical knowledge (2013, background): “The suggested strategies do not rely solely on one mentor (see for example Glazer & Hannafin, 2006).”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “First, through teacher education and professional development (eg, Buitink, 2009 ; Glazer & Hannafin, 2006 ) teachers may learn about “best practices” and normative expectations for good teaching and, consequently, about standards of professional responsibility.”
Understanding Technology Adoption: Theory and Future Directions for Informal Learning (2009, background): “It has been suggested that making teachers responsible for each other’s professional development (in conjunction with change facilitators) may be an effective form of teacher development (Glazer & Hannafin, 2006; Wolski & Jackson, 1999).”
The Cognitive Apprenticeship Model in Educational Practice (2007, background): “Learning need not occur through the interactions of participants on different levels of the trajectory; for example, teacher professional development may occur through peer reciprocal teaching (Glazer and Hannafin, 2006).”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, methodology): “Glazer and Hannafin ( 2006 ), for example, reported a model for improving professional learning and practice by cultivating reciprocity within teaching communities situated in school environments.”
Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned (2019, background): “This approach resonates with the concepts of open learning [28,29] and action competence [51] which, having elements of different RSP competences (not least futures, participation and action) underscores the need for a blended, holistic model such as that represented by the artist’s palette.”