The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal
Keywords:
area-based initiatives, diversity, professional development, teacher learning
Abstract
As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe.
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References
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Flores, M. A. (2005). How do teachers learn in the workplace? Findings from an empirical study carried out in Portugal. Journal of In-service Education, 31(3), 485–508.
Flores, M. A., & Ferreira, F. I. (2016). Education and child poverty in times of austerity in Portugal:
Implications for teachers and teacher Education. Journal of Education for Teaching: International Research
and Pedagogy, 42(4), 404–416.
Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education,
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Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70.
Gilbert, R. (2011). Professional Learning flagship Program: Leading curriculum change. Literature Review.
Melbourne: Australian Institute for Teaching and School Leadership.
Guerriero, S. (Ed.). (2017). Pedagogical knowledge and the changing nature of the teaching profession. Paris:
OECD Publishing.
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference. Melbourne: ACER.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London,
UK: Routledge.
Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91.
Hoban, G. F. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham UK: Open University Press.
Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164.
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solution. Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173
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An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209–224.
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Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., & Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61.
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1–12). Dordrecht: Springer.
OECD. (2010). Educating teachers for diversity: Meeting the Challenges. Paris: OECD Publications. Read, K., Aldridge, J., Ala’i, K., Fraser, B, & Fozdar, F. (2015). Creating a climate in which students can flourish: A whole school intercultural approach. International Journal of Whole Schooling, 11(2), 29–44.
Révai, N., & Guerriero, S. (2017). Knowledge dynamics in the teaching profession. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 37–71). Paris: OECD Publishing.
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analysing qualitative data (pp. 173–194). London, UK: Routledge.
Rolo, C., Prata, M., & Dias, M. (2014). Learning and teaching in at-risk Contexts: What Strategies? What Results? Procedia - Social and Behavioral Sciences, 116, 1837–1841. Retrieved from https://ac.elscdn.com/S1877042814004972/1-s2.0-S1877042814004972-main.pdf?_tid=6b31db53-fd70-4c1a-bb6df6629b2186c4&acdnat=1537169595_f03d22d288ff34c218dab8055657b8a8
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Sampaio, M., & Leite, C. (2015). Curricular justice: Influences of TEIP program and school. External evaluation process. In C. Leite, P. Fernandes, & A. Mouraz (Eds.), Curriculum studies: Policies, perspectives and practices (pp. 72–80). Porto: CIIE.
Simón, C., Echeita, G., & Sandoval, M. (2018). La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión [Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion]/inclusion. Cultura y Educación, 30(1), 1–21.
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Silva, M., da Silva, S. M., & Araújo, H. C. (2017). Networking in education: From concept to action – An analytical view on the Educational Territories of Priority Intervention (TEIP) in Northern Portugal. Improving Schools, 20(1), 48–61.
Teemant, A., Cen, Y., & Wilson, A. (2015). Effects of ESL instructional coaching on secondary teacher use of sociocultural instructional practices. INTESOL Journal, 12(2), 1–29.
Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369.
Timperley, H. (2008). Teacher professional learning and development. Brussels: International Bureau of Education.
UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: UNESCO.
Vangrieken, K., Dochy, F., Raes, E., &. Kyndt, E (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. Retrieved from http://daneshyari.com/article/preview/355080.pdf
Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers’ professional development: Assessment, training and learning (pp. 79–97). Rotterdam: Sense Publishers.
Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294–302.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739.
Abrantes, P., Roldão, C., Amaral P., & Mauritti, R. (2013). Born to fail? Some lessons from a national programme to improve education in poor districts. International Studies in Sociology of Education, 23(1), 17–38.
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124.
Ainscow, M. (2016). Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), 143–155.
Arnesen, A-L., Birzea, C., Dumont, B., Essomba, M. A., Furch, E., Vallianatos, A., & Ferrer, F. (2008). Policies and practices for teaching socio-cultural diversity. Strasbourg: Council of Europe Publishing.
Atkinson, P., & Coffey, A. (2011). Analysing documentary realities. In D. Silverman (Ed.), Qualitative research: Issues of theory, method and practice (pp. 77–93). London, UK: Sage.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
Burbank, M. D., & Kauchak, D. (2003). An alternative model for professional development: Investigations into effective collaboration. Teaching and Teacher Education, 19(5), 499–514.
Burns, T., & Shadoian-Gersing, V. (2010). The importance of effective teacher education for diversity. In T. Burns, V. Shadoian-Gersing, J. Bouch, T. Walsh, & C. Davis (Eds.), Educating teachers for diversity: Meeting the challenge (pp. 19–40). Paris: OECD Publications.
Caena, F. (2011). Literature review. Quality in teachers’ continuing professional development. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-development_en.pdf
Canário, R. (2004). Territórios educativos e políticas de intervenção prioritária: Uma análise crítica [Educational territories and priority intervention policies: A critical analysis]. Perspectiva, Florianópolis, 22(1), 47–78.
Cardona Moltó, M., Florian, L., Rouse, M., & Stough, L. M. (2010). Attitudes to diversity: A cross‐cultural study of education students in Spain, England and the United States. European Journal of Teacher Education, 33(3), 245–264.
Carlos, A. P., Cardoso, S., Galante, S., Lamy, F., Silva, P., Gaspar, I., & Seabra, F. (2017). Supervision in continuous teacher training. Enseñanza and Teaching: Revista Interuniversitaria de Didáctica, 35(1), 185–206.
Coffey, H. (2010). ‘They taught me’: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26(2), 335–342.
Cordingley, P., & Buckler, N. (2014). Pulling learning through: Building the profession’s skills in making use of workplace coaching opportunities. In O. McNamara, J. Jean, & M. Jones (Eds.), Workplace learning in teacher education: International practice and policy (pp. 121–135). New York, NY: Springer.
Council of Europe (2009). Diversity and inclusion: Challenges for teacher education. Key competences for
diversity. Strasbourg: Directorate general IV – Directorate of Education and Languages Unit of European Education Policies.
Council of Europe (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe Publishing.
Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht: Springer.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
Day, C., & Sachs, J. (2004). International handbook on the continuing professional development of teachers.
Maidenhead, UK: Open University Press.
Dyson, A., Gallannaugh, F., & Millward, A. (2003). Making space in the standards agenda: developing inclusive practices in schools. European Educational Research Journal, 2(2), 228–244.
Dyson, A., Raffo, C., & Rochex, J. Y. (2014). Les PEP à ciblage territorial [The PEPs targetting territories]. In M. Demeuse, D. Frandji, D. Greger, & J. Y. Rochex (Eds.), Les politiques d’éducation prioritaire en Europe (pp. 105–134). Lyon: Open Edition Books.
Essomba, M. A. (2010). Teacher education for diversity in Spain: Moving from theory to practice In T. Burns, V. Shadoian-Gersing, J. Bouch, T. Walsh, & C. Davis (Eds.), Educating teachers for diversity: Meeting the challenge (pp. 219–235). Paris: OECD Publications.
European Commission. (2013). Supporting teacher competence development for better learning outcomes.
Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/teachercomp_en.pdf
European Commission. (2015). Language teaching and learning in multilingual classrooms. Luxembourg:
Publications Office of the European Union.
European Commission. (2017). Preparing teachers for diversity: The role of initial teacher education.
Luxembourg: Publications Office of the European Union.
European Agency for Development in Special Needs Education. (2012). Teacher education for inclusion:
Profile of inclusive teachers. Brussels: European Agency.
Ferraz, H., Enes, D., Neves, T., & Nata, G. (2014). O impacto do programa TEIP nos resultados dos exames nacionais ao longo de 12 anos [The impact of the TEIP programme in the results of national exams along 12 years]. In Entre crise e euforia: Práticas e políticas educativas no Brasil e em Portugal (pp. 1281–1308). Porto: Universidade do Porto.
Flores, M. A. (2005). How do teachers learn in the workplace? Findings from an empirical study carried out in Portugal. Journal of In-service Education, 31(3), 485–508.
Flores, M. A., & Ferreira, F. I. (2016). Education and child poverty in times of austerity in Portugal:
Implications for teachers and teacher Education. Journal of Education for Teaching: International Research
and Pedagogy, 42(4), 404–416.
Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education,
63(4), 275–285.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70.
Gilbert, R. (2011). Professional Learning flagship Program: Leading curriculum change. Literature Review.
Melbourne: Australian Institute for Teaching and School Leadership.
Guerriero, S. (Ed.). (2017). Pedagogical knowledge and the changing nature of the teaching profession. Paris:
OECD Publishing.
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference. Melbourne: ACER.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London,
UK: Routledge.
Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91.
Hoban, G. F. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham UK: Open University Press.
Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164.
Kerr, K., & Dyson, A. (2017). Area-based responses to educational disadvantage. In G.W. Noblit (Ed.), Oxford Research Encyclopedia of Education (pp. 1–23). Retrieved from http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-160
Lees, A. (2016). Roles of urban indigenous community members in collaborative field-based teacher preparation. Journal of Teacher Education, 67(5), 363–378.
Lupton, R. (2010). Area-based initiatives in English education: What place for place and space? In C. Raffo, A. Dyson, H. Gunter, D. Hall, L. Jones, & A. Kalambouka (Eds.), Education and poverty in affluent countries (pp. 111–134). London, UK: Routledge.
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software
solution. Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. (2009). How do teachers learn in the workplace?
An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209–224.
Menter, I., Hulme, M., Elliot, D., & Lewin, J. (2010). Literature review on teacher education in the 21st century. Edinburgh, UK: Scottish Government Social Research.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., & Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61.
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1–12). Dordrecht: Springer.
OECD. (2010). Educating teachers for diversity: Meeting the Challenges. Paris: OECD Publications. Read, K., Aldridge, J., Ala’i, K., Fraser, B, & Fozdar, F. (2015). Creating a climate in which students can flourish: A whole school intercultural approach. International Journal of Whole Schooling, 11(2), 29–44.
Révai, N., & Guerriero, S. (2017). Knowledge dynamics in the teaching profession. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 37–71). Paris: OECD Publishing.
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analysing qualitative data (pp. 173–194). London, UK: Routledge.
Rolo, C., Prata, M., & Dias, M. (2014). Learning and teaching in at-risk Contexts: What Strategies? What Results? Procedia - Social and Behavioral Sciences, 116, 1837–1841. Retrieved from https://ac.elscdn.com/S1877042814004972/1-s2.0-S1877042814004972-main.pdf?_tid=6b31db53-fd70-4c1a-bb6df6629b2186c4&acdnat=1537169595_f03d22d288ff34c218dab8055657b8a8
Schultz, K. (2003). Listening: A framework for teaching across differences. New York, NY: Teachers College Press.
Sampaio, M., & Leite, C. (2015). Curricular justice: Influences of TEIP program and school. External evaluation process. In C. Leite, P. Fernandes, & A. Mouraz (Eds.), Curriculum studies: Policies, perspectives and practices (pp. 72–80). Porto: CIIE.
Simón, C., Echeita, G., & Sandoval, M. (2018). La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión [Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion]/inclusion. Cultura y Educación, 30(1), 1–21.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational researcher, 29(1), 4–15.
Silva, M., da Silva, S. M., & Araújo, H. C. (2017). Networking in education: From concept to action – An analytical view on the Educational Territories of Priority Intervention (TEIP) in Northern Portugal. Improving Schools, 20(1), 48–61.
Teemant, A., Cen, Y., & Wilson, A. (2015). Effects of ESL instructional coaching on secondary teacher use of sociocultural instructional practices. INTESOL Journal, 12(2), 1–29.
Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369.
Timperley, H. (2008). Teacher professional learning and development. Brussels: International Bureau of Education.
UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: UNESCO.
Vangrieken, K., Dochy, F., Raes, E., &. Kyndt, E (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. Retrieved from http://daneshyari.com/article/preview/355080.pdf
Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers’ professional development: Assessment, training and learning (pp. 79–97). Rotterdam: Sense Publishers.
Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294–302.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739.
Published
2018-09-28
Section
FOCUS
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
