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:
Jeremy F. Price
Price, J. F., Manlove, J., Morgan, Z., Arora, A., & Hall, T. (2023). Mapping the Contours of the Research on Learning to Teach with Technology: Clusters, Categories, and Missing Trajectories. Education Thinking, 3(1), 19–40. https://analytrics.org/article/mapping-the-contours-of-the-research-on-learning-to-teach-with-technology-clusters-categories-and-missing-trajectories/
This review of the literature examines research reports on learning to teach with technology between 2013 and 2019 to illuminate the characteristics of the field at multiple levels of granularity and to call attention to what is missing. We ask the question: What does the overarching paradigm of the field of research on learning to teach with technology look like? Using a mixed paradigmatic and data science-based analysis that involved qualitatively coding the methodologies, purposes, and approaches in the manuscripts and applying a hierarchical clustering of principal components algorithm, five clusters emerged on a two-dimensional axis that centered on exploring the teacher pipeline versus social and individual experiences on one axis and behaviors and practices versus attitudes and beliefs on the other. The field was found to be tightly centralized, and clusters overlapped and intersected with methods and outcomes bundled together in a milieu buffeted by neoliberal logics and a sense of techno-utopianism to largely support default theories around technology as a “fix” and as an end in itself to build the teacher workforce. This review finds several critical areas underrepresented, such as time- and context-bound ethnographic studies, approaches that center on anti-oppressive critical media literacy, understanding the ways technology can bridge the classroom with families and communities, and learning to teach with technology for equity and inclusion to support the sustainability and development of identities, communities, and a more democratic society.
Jeremy Price is Assistant Professor of Technology, Innovation, and Pedagogy in Urban Education at the IU School of Education-Indianapolis. Josh Manlove and Akaash Arora are students in the Urban Education PhD program at the IU School of Education-Indianapolis. Zachary Morgan is Executive Director of Effectiveness Research & Grants at Bellevue College. Ted Hall is Clinical Associate Professor in Urban Teacher Education at the IU School of Education-Indianapolis.
Drake, S. M., Reid, J. L., & Savage, M. J. (2021). Rethinking Systematic Literature Reviews as the Gold Standard for Interdisciplinary Topics. Education Thinking, 1(1), 27–42.
Systematic Literature Review
As a team of diverse researchers, we sought a method to write a substantive literature review that could influence policy on integrated/interdisciplinary curriculum (IC). Simultaneously we engaged in action research during this process to improve as researchers. In two attempts to conduct a rigorous systematic literature review, we encountered numerous obstacles: multiple and amorphous definitions; dependency on authors’ keyword choices; the challenge of consistent application of inclusion criteria; our reluctance to include overlapping studies and to exclude respected qualitative studies; determining if the studies reflected true curriculum integration; and finally, measurement and validity issues. We concluded that systematic reviews may not be as surgical as we had hoped, but instead, can be messy and limiting. Our struggles serve as cautions for researchers investigating interdisciplinary topics such as IC. We offer our process and lessons learned for consideration: loosening inclusion criteria boundaries, ‘slow thinking’, and a prismatic approach to reviewing literature.
Susan Drake (email@example.com) is a Full Professor at Brock University. Her primary research interest is integrated curriculum and its connections to student academic achievement and motivation. Joanne Reid (firstname.lastname@example.org) worked for many years for the Education Quality and Accountability Office in Ontario. Upon her retirement, she has worked as a part-time instructor at Brock University, teaching courses on assessment and evaluation. Michael Savage (email@example.com) is an Associate Professor at Brock University and a licensed clinical psychologist in the province of Ontario. His research interests include mental health and wellness in educational settings and positive education.
Dawadi, S., Shrestha, S. ., & Giri, R. A. . (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms . Journal of Practical Studies in Education , 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
Mixed Methods Research
The article positions mixed-method research (MMR) as a principled complementary research method to the traditional quantitative and qualitative research approaches. By situating MMR in an analysis of some of the common research paradigms, the article presents it as a natural choice in order to complement and cater to the increasingly complex needs of contemporary researchers. It proffers MMR as a flexible and adaptive conceptual framework for designing and conducting mixed methods research in a simplified manner. By explaining fundamental principles and major theoretical tenets of a mixed-methods approach, which involves both quantitative and qualitative data collection in response to research questions, it elucidates several benefits of adopting MMR since it integrates post-positivism as well as interpretivism frameworks. There is abundant literature around this research design aiming to provide researchers an understanding of the approach. Yet there is limited literature that provides illustrative guidance to research novices in comprehending mixed methods, understanding reasons for choosing it, and selecting an appropriate mixed methods design. Based on an analysis of some notable works in the field, this article provides an overview of mixed methods designs, discusses its main types, and explains challenges one can potentially encounter when in using them with a view to assisting early career researchers in particular and other researchers in general.
Institute of Educational Technology, The Open University, UK
School of Applied Language and Intercultural Studies (SALIS), Dublin City University (DCU), Ireland
Ram A. Giri
Monash University English Language Centre, Monash College, Australia
Guy Tchibozo (2019), Introduction pratique aux méthodes quantitatives en Sciences de l’éducation et de la formation, Atramenta. ISBN 9789523405011
Cet ouvrage est un compagnon de route de l’éducationniste dans l’exploration, la maîtrise progressive et l’usage des méthodes quantitatives pour l’analyse et la recherche en éducation et formation. Il est conçu de façon à accompagner l’utilisateur, des premiers stades de la formation jusqu’à l’autonomie. À cette fin, l’étendue du contenu présenté est des plus larges, allant des notions de base de statistique descriptive jusqu’à des méthodes avancées comme les modèles d’équations structurelles. S’adressant à un public non-familier des méthodes quantitatives, l’ouvrage privilégie une approche pratique, l’utilisation de logiciels statistiques, et des exemples illustrant les règles de procédure et d’interprétation.