What does it take to teach teachers? A mixed-methods investigation of district-based teacher educators' knowledge and practices
Abstract/Contents
- Abstract
- The offering of professional learning experiences (PLEs) for teachers to support and strengthen teaching quality is a widely adopted educational policy across different countries (Davis et al., 2011; Garet et al., 2001; Loyalka et al., 2019, Popova et al., 2018). However, even programs that are designed to incorporate features associated with effective teacher learning might no yield to change in teachers practices and student learning. Among several aspects that differentiate effective programs from those with few or no results, one seems to be a constant: the facilitator's profile. More specifically, the experience and knowledge of facilitators seem to matter. To advance the knowledge about preparing and supporting proficient facilitators, the first step is to investigate what they know and what they already do in their workshops with teachers. This dissertation aims to contribute to the knowledge in the field by investigating one element in this myriad of aspects that is usually less studied: the facilitator of the professional learning experiences. Leaning on the vast literature and knowledge produced in the field, I investigated the knowledge and practices facilitators in two large Brazilian departments of education have and how they use this knowledge and enact those practices to teach teachers. I used a mixed-methods approach, combining quantitative data from a survey (N=285) and qualitative data from an interview with a simulated task (N=15). The results of this investigation show that facilitators working in these two departments of education, on average, do not demonstrate specialized facilitation knowledge. They draw heavily on their classroom experiences and knowledge developed as teachers. However, facilitators do not have robust specialized facilitation knowledge, do not use practices associated with the research on teacher learning systematically and coherently, and have few or no opportunities to learn about these aspects in their workplaces.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2022; ©2022 |
| Publication date | 2022; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Barbosa Born, Barbara |
|---|---|
| Degree supervisor | Carlson, Janet, (Associate research professor of education) |
| Degree supervisor | Carnoy, Martin |
| Thesis advisor | Carlson, Janet, (Associate research professor of education) |
| Thesis advisor | Carnoy, Martin |
| Thesis advisor | Borko, Hilda |
| Thesis advisor | Levine, Sarah (Sarah R.) |
| Degree committee member | Borko, Hilda |
| Degree committee member | Levine, Sarah (Sarah R.) |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Barbara Barbosa Born. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/vx256qj2372 |
Access conditions
- Copyright
- © 2022 by Barbara Barbosa Born
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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