Factors affecting teachers' participation in professional learning activities

By Kitty Kwakman. 2003

809 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/ee0bda4cc90ab3971677e56c1c8d3ef3d63a5624

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In Education

In Human Factors and Ergonomics

Citations in the corpus

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “In this study, we acknowledge this extended view and regard TPL as a process in which teachers benefit from both formally oriented activities, offered by MoNE in the Turkish context, and school-based practices that allow for receiving feedback and sharing a wide array of IP (Kwakman, 2003).”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, background): “With regard to their participation in separate CPD activities, the teachers in our study showed significantly more participation in updating and collaborative activities than in reflective activities, in line with previous research (Dijkstra, 2009; Kwakman, 2003; Van Eekelen, 2005).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Although effective PD is important to teacher learning, teachers assert that they learn a lot during their everyday work—by doing or by trial and error (Kwakman, 2003; Lohman & Woolf, 2001)—which has led to increased attention on the impact of teachers’ informal workplace learning (e.”
The interplay of possible language teacher selves in professional development choices (2013, background): “As in other studies (Kwakman, 2003), self-interested factors exerted a more profound effect on CTD choices than any other factors in this context.”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…individual traits, driven by and originating from one’s beliefs, knowledge, rationales and emotions (for example, Lohman 2006, Vermunt and Endedijk 2011), as well as self-efficacy, intrinsic and extrinsic rewards and career needs (for example, Kwakman 2003, Runhaar 2008, Geijsel et al. 2009).”
Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education (2019, methodology): “However, as Kwakman (2003) points out, collaborative activities are part of teacher learning as well.”
Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities (2011, methodology): “, 2008), commitment (Firestone & Pennell, 1993) and professional development behaviour (Kwakman, 2003).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, methodology): “…development programmes, or teaching research groups (Vescio, Ross, and Adams 2008) and informal interactions during the course such as informal mentoring between colleagues, shared assessment, collaborative planning and peer teaching (In de Wal et al. 2014; Kwakman 2003; Schechter and Qadach 2012).”
Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, background): “…1996), accessibility of resources and support (Louis et al. 1996, Evans et al. 2006), monitoring and evaluation of teacher professional learning at a school level (Louis et al. 1996, Bubb and Earley 2009) and management support and educational leadership (Giles and Hargreaves 2006; Kwakman 2003).”