Cleary, S., O'Brien, M., & Pendergast, D. (2023). Exploring the links between psychological capital, professional learning communities, and teacher wellbeing: An examination of the literature. Education Thinking, 3(1), 41–60. https://pub.analytrics.org/article/13/
Professional Learning Communities
Recent research points to the significant role that Psychological Capital (PsyCap) plays in predicting teacher wellbeing (Luthans, Youssef, & Avolio, 2006; Seligman & Csikszentmihalyi, 2000), and in preventing burnout (Chang, 2009; Dussault & Deaudelin, 1999; Fullan, 2001; Hakanen et al., 2006; Maslach et al., 2001). PsyCap, the complex and malleable, "state-like" constructs of hope, efficacy, resilience, and optimism, is influential in increasing motivation in work and educational settings. Collective Teacher Efficacy (CTE) (Goddard et al., 2015; Ramos et al., 2014; Sandoval et al., 2011) has also been found to positively impact teacher’s experiences through the enhancement of persistence, job satisfaction and professional commitment, expectations for students and effective implementation of change. What is not evident is how these two constructs interact, and to what extent they inform teacher wellbeing. Intriguingly, the implementation of Professional Learning Communities (PLCs) could serve as a crucial interface between PsyCap and CTE, facilitating a symbiotic relationship that magnifies their individual impacts on teacher wellbeing. PLCs not only provide a structured environment for collective problem-solving and shared expertise (Stoll et al., 2006), but also cultivate a sense of community that could potentially elevate these psychological constructs. This study investigates the literature to consider the potential relationship between PsyCap and CTE and the implications for supporting teacher wellbeing within the implementation of a Community of Practice (CoP) approach to professional learning.
A Systematic Qualitative Literature Review (SQLR) methodology (Pickering & Byrne, 2013) explores the intersections of psychological capital, collective teacher efficacy, and teacher wellbeing in the context of PLCs. The SQLR methodology applies specific inclusion and exclusion criteria, with 26 studies identified for review. The analysis identified connectedness between the PsyCap components of hope, efficacy, resilience, and optimism with teacher wellbeing, in particular to elements shown to mitigate teacher burnout, and which can be considered indicators in the assessment of wellness. The CTE and CoP literature highlights the importance of shared vision, structured collaboration, regular reflection, supportive leadership, celebration of successes, and fostering trust, as factors that facilitate positive teacher experiences within the processes of professional learning and navigating change. This analysis offers insights into how PsyCap and CTE may interact with and inform teacher wellbeing in the PLC professional learning context.
4: Theory and Practice of Teaching, Training, and Learning
Country affiliation of author or of first author:
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Laroudie, B. (2021). The Impact of Simulation Training on Student Motivation in Health Studies in France. Education Thinking, 1(1), 43–55. https://analytrics.org/article/the-impact-of-simulation-training-on-student-motivation-in-health-studies-in-france/
Simulation is a teaching method that has been insistently promoted in France over the recent period, in particular for the training of health students. Simulation training assigns the students an active role which is intended to strengthen their motivation. Thus, the more motivated students would be during the lessons, the more they would engage in their training, take up challenges, persevere, raise their performance level, and pass exams. Motivation therefore represents a powerful driver of learning that training systems cannot afford to ignore. Taking this into account, and reworking training engineering accordingly, is a challenge for training institutions and trainers. This article examines the links between the use of simulation training and student motivation in health studies in France. Scrutinising relevant education literature and health literature databases led to identify 24 relevant research articles. After analysis, the results suggest that indeed, simulation training does increase motivation in health students. Literature in this field mainly covers two complementary aspects, namely the determinants at work in the simulation-motivation process, and the conditions for implementing simulation training. However, the literature is silent on trainers’ perspective. The results of this literature review are of particular interest to institutions regarding the place to be given to simulation in training engineering, and to trainers as to how to conduct a simulation session.
Bérangère Laroudie holds a doctorate in Education and Training Sciences. She works as a Training Manager at the Institut de Formation en Soins Infirmiers – IFSI (Nursing Training Institute) of Limoges University Hospital, France. Her areas of interest are the professionalisation of nurses, competence-oriented pedagogy, and learner motivation.
Asikur Tutul (2023). Unleashing Potential: The Power of Growth Mindset over Fixed Mindset.
"Unleashing Potential: The Power of Growth Mindset over Fixed Mindset" is a book that explores the concept of growth mindset and its transformative impact on individuals and society. It discusses how adopting a growth mindset, which emphasizes a belief in the ability to learn, improve, and adapt, can lead to personal and societal transformation. The book delves into the key principles of a growth mindset, such as embracing challenges, learning from failures, fostering resilience, promoting inclusivity and diversity, and cultivating collaboration and cooperation. It also highlights the role of education, leaders, and organizations in fostering a growth mindset culture. Overall, "Unleashing Potential" empowers readers with the knowledge and tools to unlock their potential and create positive change in their lives and communities through the power of a growth mindset.
Amundsen, D. (2020). Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s. Australian Journal of Adult Learning, 60(3), 444–466.
This article offers a historical analysis of the past sixty years of adult
learning in Aotearoa New Zealand and critically appraises events
which have shaped today’s context. Drawing on a substantial body of
research by key adult educators, researchers and scholars, the review
assesses historical, socio-cultural, and political factors that influenced
adult learning policies and practices. First, a brief discussion is given
of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a
historical analysis is offered in a decade-by-decade review. Looking back
over the past sixty years, this historical analysis exposes key influences
which have shaped adult learning in Aotearoa, and discusses trends
emerging as significant future directions going into and beyond the 2020s.
Cedefop (2015). CVET in Europe: the way ahead. Luxembourg: Publications Office of the European Union. Cedefop reference series.. ISBN: 978-92-896-1924-0
Vocational education and training
This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth. CVET is approached as a multidimensional, multistakeholder and multilevel interface between learning and the labour market. The analysis outlines recent achievements in practices and policies of work-based learning, guidance, validation and quality. The publication also highlights gaps and challenges for future CVET policies, in particular improving information and guidance, making participation easier for learners and small enterprises, securing validation mechanisms, and reinforcing quality and monitoring.