Teachers' professional learning is a complex process that requires active participation and a willingness to transform teaching practices. In dialogic teaching, as in other teaching approaches, successful professional development programs are characterized by being well organized and structured in close collaboration with teachers. However, knowledge about the role of the facilitators who lead and implement these activities remains scarce. This single-case study investigates how a novice facilitator without dialogic teaching experience reconstructed her own experience and learning after conducting three versions of a teacher development program with Chilean primary school teachers to become a skilled dialogic facilitator. The study findings reveal the sources of knowledge and experience that this novice facilitator used to cope with her role, some of which were consistent with dialogic pedagogy, such as a genuine interest in promoting thoughtful development through the exchange of ideas, and an emphasis on creating trusting environments in which ideas can be freely shared and explored. These results show how a combination of disciplinary knowledge and socio-affective dimensions in learning and teaching were used to build a kind of new identity: "dialogic teaching facilitator." The importance of these characteristics for a facilitator is discussed, as is the contribution of narrative techniques to deepen the knowledge of dialogic teaching from the facilitator's perspective.
Mathematics teachers develop in tandem via the professional competence known as noticing. In this study, "noticing" is defined as mathematics teachers' identification and interpretation of communicative orchestration. Researchers have not yet fully investigated how the actions performed by a facilitator can influence noticing of communicative orchestration; therefore, the objective of this study is to characterize the facilitation strategies used by the facilitator during a professional development program (PDP) designed to support mathematics teachers' noticing of communicative orchestration. Building on a prior study that indicated that teacher noticing of communicative orchestration improves when discussing it within a group, we analyzed the facilitation strategies of a group discussion facilitator to determine how these actors could help five teachers to improve their noticing competence. We selected and adapted facilitation strategies (van Es, 2009) through actions that we analyzed in sessions in which a facilitator guided whole group discussions. Our results revealed the predominance of the "prompter" facilitation strategy, related to the identification of communicative orchestration, and the "proposer" facilitation strategy, related to its interpretation. The "builder" and "critic" facilitation strategies, which involve using evidence and challenging participant interpretative positions about communicative orchestration, were less frequent. These results are examined considering the levels of identification and interpretation attained by the teachers. Finally, the limitations of the study are described.
For teachers to sustainably use evidence-based innovations in their classrooms, comprehensive professional development (PD) initiatives are required. This study examined the relations among teachers' early perceptions of PD elements (i.e., their educators' competence, the innovation's perceived benefits for students, teachers' knowledge growth in PD), their overall satisfaction with the PD program, and implementation success (innovation use, experienced benefits) after one and a half school years. First, we trained n = 10 teacher educators to implement an evidence-based reading innovation called The Reading Athlete. Over the next half year, n = 54 teachers participated in a 30-hour PD program led by the teacher educators. In the following school year, the teachers implemented The Reading Athlete into their reading classroom. Teacher knowledge growth did not predict overall PD satisfaction; teacher perceptions of their educators' competence and the anticipated benefits of The Reading Athlete were strongly associated with teacher PD satisfaction. PD satisfaction, in turn, predicted the sustained use of the reading innovation after one and half school years. Our results underscore the pivotal roles of teacher educators and complex material for teachers in shaping PD satisfaction, and they highlight the importance of designing comprehensive and satisfactory PD initiatives to foster sustainable innovation use.
Teacher professional development (TPD) programs are essential for fostering continuous teacher learning. Facilitators play a central role in these programs, mediating discussions and supporting learning. However, most research has focused on programs led by external professionals; such programs are resource-intensive and difficult to scale. This study reports on a peer-facilitated model designed to promote dialogic teaching in primary mathematics that was implemented in three primary schools in Chile. Peer facilitators implemented a program featuring content-focused sessions and reflective teaching cycles. Perceptions of the facilitator role were explored; the facilitators' actions in professional development meetings were documented and analyzed to characterize the role in detail and discuss its viability and potential. Data included interviews with teachers, facilitators, and school leaders, alongside video recordings of TPD sessions from two schools that completed the program. Findings suggest the peer-facilitator role is viable and has potential for promoting learning under certain conditions. Participants reported positive perceptions of peer facilitation; viability was related to role ownership and decision-making flexibility. Furthermore, facilitators demonstrated a repertoire of actions aimed at guiding the group, fostering a supportive learning environment, and contributing as equals. Facilitators engaged in a variety of practices, with adaptive variations depending on the type of activity at hand. Individual differences and some challenges were identified. This study highlights the potential of peer facilitation in TPD to offer scalable, cost-effective alternatives to traditional expert-led models, emphasizing the importance of context and support mechanisms and noting emerging challenges. The possibilities and limitations of a facilitator who has close ties with participants but is not an expert on the TPD program are discussed in relation to literature on facilitating educational dialogue and scalability. Findings can inform future efforts to design sustainable TPD programs that balance structure with adaptability while promoting local ownership.
This study explores accompaniment interactions that support the construction of professional learning for those who receive accompaniment and those who provide it. The research was conducted within the framework of a teacher induction accompaniment program, which involved 72 beginning teachers between 2023 and 2024, along with eight accompaniment facilitators from diverse sociocultural backgrounds, varying in age, educational trajectories, and institutional affiliations. Through a thematic analysis of letters, video recordings of meetings, and workshop sessions, the findings suggest that, given the complexity of the teacher induction experience, engaging in accompaniment that is grounded in a pedagogy of care — characterized by the disruption of hierarchies and the use of meaningful materialities — fosters an awareness of embodied learning. This learning emerges from the personal and professional dimensions of our histories, enabling us to recognize, resignify, and care for ourselves and others. With this article, we aim to contribute to the ongoing dialogue on the importance of exploring and developing alternative pedagogies and methodologies rooted in epistemologies that invite us to rethink how we relate to one another through an ethic of care in the work of accompanying others on their path into the teaching profession.
Diagnostická činnost učitele je klíčovým prvkem efektivní výuky, který podporuje individuální rozvoj žáků prostřednictvím průběžného hodnocení jejich pokroku. Tento článek se zaměřuje na pedagogické diagnostikování v kontextu formativního hodnocení ve výuce (classroom-based formative assessment: CBFA). Studie byla realizována formou etnografického výzkumu na dvou základních školách, kde byla dlouhodobě sledována výuka šesti učitelů. Jejím cílem bylo zachytit proces průběžného formativního diagnostikování ve výuce a procesy navazující v rámci modelu CBFA. Metodologie zahrnovala pozorování (218 hodin výuky a 72 hodin dalších činností), polostrukturované rozhovory se šesti učiteli (n = 116) a čtyřiceti dvěma žáky (n = 51) a analýzu dat pomocí kódovacích technik. Výsledky ukazují, že vyučující ve výuce získávají informace o procesu učení žáků průběžně a vyhodnocují je a reagují na ně různým způsobem, aby vyvolali následnou reakci žáků, která rozvine jejich učení. Proces formativního hodnocení ve výuce je realizován bez explicitní práce s cíli žáků. Diagnostická činnost probíhá jak implicitně, formou monitorování žáků během výuky, tak explicitně, skrz cílenou podporu a diferenciaci výuky. Výzkum zdůrazňuje důležitost průběžného pedagogického diagnostikování jako součásti formativního hodnocení, která pomáhá učitelům efektivně přizpůsobovat výuku a podporovat učení žáků v reálném čase.
There is growing scholarly consensus about the types of teacher interactions and the features of teacher dialogue that are conducive to professional learning in school-based, peer-led teacher communities of learning. However, reliable tools to assess such interactions are scarce, even though they are essential for quantitative, systematic studies on the processes, conditions, and outcomes of productive pedagogical dialogue. In the present work, we built on existing conceptual definitions in the literature, extracted key characteristics of productive pedagogical dialogue, and translated those characteristics into operational definitions. These were then tested, refined, and re-examined in an iterative process, based on 41 randomly sampled teacher workgroup transcripts from a larger, heterogeneous data set of audio-recorded meetings. The main outcome is the Collaborative Inquiry into Practice (CLIP) scheme, which comprises 13 variables, organized within three dimensions of teacher team dialogue: content-related (what teachers talk about), epistemic-structural (how they reason and talk about it), and participatory (who participates and how). The advantages of CLIP are that it is reliable, valid, and generic (i.e., it can be used in a large variety of workgroup settings). Detailed accounts of the development processes provide further insights into the challenges and opportunities of coding this type of data.
The study was conducted as part of a project to integrate reflective inquiry around dialogic teaching practices into university courses for teachers of Vocational and Professional Education and Training (VPET) in Switzerland. The initiative employed a toolkit for this purpose known as T-SEDA. The study explored the challenges, need for support, and mutual roles related to lecturers' involvement in practitioner-led inquiry. A design-based research approach was implemented in two phases linked to in-service courses: the first with five teachers of different subjects, the second with 13 teachers of General Culture. The course monitoring tools (interviews, surveys, teachers' artifacts, and the researcher's logbook) generated data on the lecturer's facilitation and the teachers' learning experiences. Support needs were identified, materials were developed, and the importance of face-to-face supervision was recognized, especially for an initial dialogic activity to begin observation of practice. The findings highlighted a shift from the traditional lecturer role of trainer to a facilitator role, an increase in perceived agency on the part of VPET teachers, and the overall feasibility of integrating the T-SEDA approach into university-based courses for VPET teachers. The research resulted in the design of new courses, allowing for individualized and self-directed teacher professional development in the context of highly standardized VPET requirement frameworks. It has implications for the enhancement of a reflective approach in the professional development of VPET teachers, showing possible strategies and tools for balancing external guidance – mainly for the design of dialogic activities – and teacher autonomy when defining the focus of inquiry and interpreting collected data.
This study explores how continuous professional development (CPD) supports elementary science teachers in implementing complex pedagogical practices such as fostering discussions and argumentation in the classroom. Situated in the context of Chilean elementary education, where such practices are relatively new, the research examines the role of CPD facilitators in promoting teachers' professional growth. Using a qualitative approach, the study focuses on CPD sessions designed for elementary science teachers, analyzing how facilitators modeled dialogic pedagogy and supported teacher learning. Data were collected from online CPD sessions with eight teachers and four facilitators, using video recordings and field notes. The findings indicate that facilitators employed diverse support strategies, including clarifying concepts, offering examples, and encouraging evidence-based discussions, to help teachers address challenges and needs in planning and fostering the teaching of science argumentation. The study underscores the critical role of CPD in equipping teachers with tools to adopt novel teaching practices and provides insights into effective strategies. These findings may inform the design of CPD programs that address teacher needs and promote the integration of emerging practices like productive discussions and argumentation in contexts where they are not yet widespread.
School leaders face complex responsibilities, increasing workloads, resource constraints, and stakeholder expectations that affect their professional performance. This study aims to understand how school leaders in Estonia and Georgia, two post-Soviet countries with different transitional trajectories and school governance models, perceive their main tasks, challenges, and resources. Data were collected through a survey of 39 Estonian and 49 Georgian school leaders in 2024. The leaders in both countries primarily perform the tasks related to curriculum development, its implementation, and teacher professional growth with distinct approaches. The comparative analysis shows that Estonian leaders emphasize goal setting, collaborative culture, and teacher development in their work; Georgian leaders prioritize student-related activities, monitoring of the learning and teaching processes, and quality assurance. The results reveal that daily operations are one of the most time-consuming and challenging tasks for school leaders from both countries. Estonian leaders face challenges related to teacher recruitment, relations, and workload; Georgians deal mostly with resource constraints and curriculum implementation. To cope with their challenges, both groups rely on personal competencies and collegial support, but Estonian leaders have more diverse internal and external support than their Georgian counterparts. Our study offers understanding of how school leaders perceive their complex work, shaped by each country's historical transitions. The findings provide insight for the further development of school leadership policy measures and support systems.
Ačkoli je schopnost vést výuku považována za jednu z klíčových komponent výkonu učitelské profese, zůstává v české vysokoškolské přípravě učitelů problematika interakce ve třídě zatím rozpracována spíše na úrovni doporučení a bez jasnějšího teoretického základu. V tomto příspěvku proto navrhujeme jako východisko konverzační analýzu, která představuje teoretický rámec a současně sadu postupů pro zkoumání probíhajících interakcí. V textu nejprve na ukázce z výuky demonstrujeme hlavní východiska a koncepty, na základě kterých vymezíme přínosnost konverzační analýzy oproti existujícím přístupům založeným na práci s videonahrávkami. V druhé části stručně představíme a zhodnotíme vysokoškolský kurz založený právě na konverzační analýze. Jeho evaluace, vycházející z dotazníku a reflektivních esejí studujících, ukázala, že i přes výhrady týkající se přepisování nahrávek považovali studující konverzační analýzu za přínosnou a že kurz lze celkově označit za užitečný v jejich profesním rozvoji.
Studie shrnuje hlavní momenty vývoje kvalifikačních cest učitelů v českém předškolním vzdělávání a zasazuje je do historického a mezinárodního kontextu. Přináší tak pohled na současnou situaci a proměny v přípravě učitelů mateřských škol. Proces profesionalizace nahlížíme optikou profesionalizačních teorií a kompetenčních modelů. Informační zdroje jsme vybraly na základě rozsáhlé rešerše českých a zahraničních odborných publikací anglosaské provenience. Analýza ukazuje, že odborný diskurz vychází především z paradigmatu formální kvalifikace (model 1), méně často se hovoří o shromažďování důkazů o účinnosti pedagogického působení na rozvoj dítěte (modely typu 2), ojediněle je sledováno konkrétní pedagogické jednání učitele (model 3). V České republice se profesionalizační trendy opírají o paralelní využití několika profesionalizačních modelů. Naše práce ukazuje, že zatímco ve většině zemí západní Evropy se stalo vysokoškolské vzdělání standardním požadavkem pro učitele mateřských škol, v České republice tento stav dosud nenastal. V této souvislosti doporučujeme zaměřit budoucí výzkum na vztah mezi kvalifikací učitelů a kvalitou předškolního vzdělávání, což by mohlo přispět k informovanému rozhodování v oblasti vzdělávací politiky.
Hľadanie toho, čo v preventívnych programoch proti šikanovaniu funguje, nás privádza k neustálemu zlepšovaniu ich koncepcie a realizácie. Cieľom tohto článku je poskytnúť prehľad výskumov o účinnosti programov prevencie šikanovania, ktoré sa uskutočnili za posledné desaťročie, a zjednodušiť tak prístup k informáciám pre odbornú verejnosť na Slovensku a v Čechách. Na vyhľadávanie literatúry bola použitá databáza Web of Science. Zadané boli kľúčové slová "program proti šikanovaniu", "prevencia" a "účinnosť". Z 57 článkov v anglickom jazyku bolo vybraných 24 relevantných článkov, ktoré boli publikované v rokoch 2013 až 2023 v európskych krajinách. Ďalšia relevantná literatúra bola získaná zo zdrojov, ktoré boli citované vo vybraných odborných článkoch. Výsledky sú rozdelené do niekoľkých oblastí. Zložky, ktoré tvoria preventívne programy, výrazne ovplyvňujú ich účinnosť. Niektoré komponenty boli spojené s výrazným redukovaním šikanovania a viktimizácie súčasne. Preventívne programy majú veľmi malý, aj keď stále štatisticky významný vplyv na zníženie všeobecných internalizačných príznakov úzkosti a depresie.
Motivace žáků je klíčovým tématem pedagogického výzkumu, přičemž sebehodnoticí dotazníky s hodnoticími škálami jsou častým nástrojem jejího zkoumání. Nicméně tato data mohou být zkreslena, pokud žáci užívají škály různým způsobem. Literatura upozorňuje na paradoxní negativní vztahy na úrovni zemí mezi nekognitivními dovednostmi žáků a jejich výsledky v testech v mezinárodních studiích, které mohou být přisouzeny právě rozdílům v užívání hodnoticích škál žáky. Metoda ukotvujících vinět umožňuje modelovat tyto rozdíly v užívání hodnoticích škál respondenty. Metoda byla implementována ve výzkumu PISA 2012 a 2015. Stále však chybí ucelená analýza dat z roku 2015. V této studii analyzujeme sebehodnocení výkonové motivace u 411 367 žáků z 58 zemí a ekonomik pomocí parametrického modelu CHOPIT metody ukotvujících vinět. Výsledky dokládají rozdíly v užívání škál u žáků z různých zemí, kdy například žáci ze zemí s lepšími výsledky v testech jsou přísnější při hodnocení nízké úrovně výkonové motivace. Regionálně se například v Latinské Americe a Karibiku projevují mírnější hodnoticí standardy. Po očištění dat metodou ukotvujících vinět se sice negativní korelace na úrovni zemí mezi výkonovou motivací a výsledky v testech zmenšily, ale zůstaly záporné. Naše výsledky podporují další využití ukotvujících vinět v mezinárodních výzkumech a upozorňují na některé metodologické aspekty jejich využití.
