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Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices.

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Title: Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices.
Authors: Stevens, Tim M.1 t.m.stevens@tue.nl, Day, Indira N. Z.2, den Brok, Perry J.3, Prins, Frans J.2, Assen, Hanneke J. H. E.4, Beek, Marlies ter5, Bombaerts, Gunter6, Coppoolse, Remco7, Cremers, Petra H. M.8, Engbers, Rik9, Hulsen, Madeleine10, Kamp, Rachelle J. A.11, Koksma, Jur J.12, Mittendorff, Kariene12, Riezebos, Jan13, van der Rijst, Roeland M.14, van de Wiel, Margje W. J.15, Vermunt, Jan D.1
Source: Higher Education Research & Development. Mar2024, Vol. 43 Issue 2, p437-454. 18p.
Subject Terms: *Professional education, *Educational innovations, *Teacher education, *Teachers, Population
Abstract: Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education Research & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices.
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  Data: <searchLink fieldCode="AR" term="%22Stevens%2C+Tim+M%2E%22">Stevens, Tim M.</searchLink><relatesTo>1</relatesTo><i> t.m.stevens@tue.nl</i><br /><searchLink fieldCode="AR" term="%22Day%2C+Indira+N%2E+Z%2E%22">Day, Indira N. Z.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22den+Brok%2C+Perry+J%2E%22">den Brok, Perry J.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Prins%2C+Frans+J%2E%22">Prins, Frans J.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Assen%2C+Hanneke+J%2E+H%2E+E%2E%22">Assen, Hanneke J. H. E.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Beek%2C+Marlies+ter%22">Beek, Marlies ter</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Bombaerts%2C+Gunter%22">Bombaerts, Gunter</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Coppoolse%2C+Remco%22">Coppoolse, Remco</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Cremers%2C+Petra+H%2E+M%2E%22">Cremers, Petra H. M.</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Engbers%2C+Rik%22">Engbers, Rik</searchLink><relatesTo>9</relatesTo><br /><searchLink fieldCode="AR" term="%22Hulsen%2C+Madeleine%22">Hulsen, Madeleine</searchLink><relatesTo>10</relatesTo><br /><searchLink fieldCode="AR" term="%22Kamp%2C+Rachelle+J%2E+A%2E%22">Kamp, Rachelle J. A.</searchLink><relatesTo>11</relatesTo><br /><searchLink fieldCode="AR" term="%22Koksma%2C+Jur+J%2E%22">Koksma, Jur J.</searchLink><relatesTo>12</relatesTo><br /><searchLink fieldCode="AR" term="%22Mittendorff%2C+Kariene%22">Mittendorff, Kariene</searchLink><relatesTo>12</relatesTo><br /><searchLink fieldCode="AR" term="%22Riezebos%2C+Jan%22">Riezebos, Jan</searchLink><relatesTo>13</relatesTo><br /><searchLink fieldCode="AR" term="%22van+der+Rijst%2C+Roeland+M%2E%22">van der Rijst, Roeland M.</searchLink><relatesTo>14</relatesTo><br /><searchLink fieldCode="AR" term="%22van+de+Wiel%2C+Margje+W%2E+J%2E%22">van de Wiel, Margje W. J.</searchLink><relatesTo>15</relatesTo><br /><searchLink fieldCode="AR" term="%22Vermunt%2C+Jan+D%2E%22">Vermunt, Jan D.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Higher+Education+Research+%26+Development%22">Higher Education Research & Development</searchLink>. Mar2024, Vol. 43 Issue 2, p437-454. 18p.
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  Data: Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education Research & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176209842
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        Value: 10.1080/07294360.2023.2246412
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