Work placement as a professional development programme for vocational teachers has been widely implemented. This dissertation provides insight into vocational teachers’ learning process in this... Show moreWork placement as a professional development programme for vocational teachers has been widely implemented. This dissertation provides insight into vocational teachers’ learning process in this programme within Chinese vocational education.Specifically, the first study generalised vocational teachers’ learning activities and outcomes in all various contexts with a systematic literature review, four categories of learning activities and eight types of learning outcomes were summarised. Then, the second study focused on vocational teachers’ motivational beliefs and engagement toward work placement. A quantitative analysis of questionnaire data displayed a significant relationship between them. Next, the third study utilised interviews to investigate vocational teachers’ learning activities, goals, and outcomes during work placement. The findings showed that vocational teachers employed seven categories of formal and informal activities in this programme and obtained many benefits about cognition, behaviour, emotion, and institution. The fourth and fifth studies both examined factors influencing vocational teachers’ transfer of learning from work placement to school practice. There were three categories of factors captured.The findings mentioned above contribute to a comprehensive understanding of vocational teachers’ professional learning in work placement. This will inspire policymakers, school leaders, and vocational teachers themselves to consider how to promote their learning in this programme. Show less
Teachers’ motivation to participate in professional learning is a significant factor in explaining the effectiveness of continuous professional development programmes. The present study... Show moreTeachers’ motivation to participate in professional learning is a significant factor in explaining the effectiveness of continuous professional development programmes. The present study investigated how factors at teachers’ personal and school levels are related to their motivation to participate in professional learning activities. A questionnaire was completed by 472 Chinese teachers. Multivariate analysis revealed that several factors at the teacher level (teachers’ prior experience with learning activities, teaching experience, self-efficacy and conceptions of learning) and the school level (work and emotional pressure, colleague support and principal leadership) were related to their motivation to participate in professional learning. These findings are discussed in the context of the professional development of Chinese teachers. Implications are generated for teacher education and continuous professional development. Show less
This dissertation focuses on teacher professional learning and collaboration in secondary schools. Collegial collaboration is a widely acknowledged learning environment for teachers, in both... Show moreThis dissertation focuses on teacher professional learning and collaboration in secondary schools. Collegial collaboration is a widely acknowledged learning environment for teachers, in both research and policy, and collaborative initiatives are purposefully organized in secondary schools. Yet, insights into the context-dependent nature of teacher collaboration and the relation between collaboration and learning are lacking. Four studies were conducted, including one literature study, one large-scale questionnaire study and two multiple case studies, both cross-sectional and longitudinal. Together, the studies provide insights into how teachers collaborate, what factors influence collaboration, and how collaboration supports teacher learning. The results of this dissertation point to one school factor that has a direct and long-term effect: The integration of learning and collaboration initiatives by actively promoting, coordinating, and facilitating them in school. This dissertation furthermore shows how the course and the learning potential of short-term collaboration initiatives depend on the existence of a collaborative school culture. Collective reflection on teaching and student learning, design of lessons, and experimentation promote teacher learning, but adequate support is essential. Lastly, this dissertation indicates that challenging each other in dialogues is promising, although teachers’ continuity in participation and shared leadership in the group seem decisive in promoting teacher learning. Show less
