The collaborative apprenticeship model: Situated professional development within school settings

Abstract Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We propose a collaborative apprenticeship model featuring reciprocal interactions as an approach to promote professional development, encouraging peer-teachers to serve as modelers and coaches of strategies and ideas aimed at improving instruction. collaborative apprenticeship is designed to help teachers learn and implement new teaching skills and strategies through four development phases, beginning with implementation of best practices from a mentor to the development of their own. Teachers, in turn, contribute new ideas to their teaching environment and become future mentors in order to sustain skills and strategies across a community of teachers. In addition to the model, we discuss various influences related to affect, beliefs, environment, culture, cognition, and personality that characterize the nature of reciprocal interactions in order to stimulate collaborative apprenticeship.

[1]  M. Fullan.  The New Meaning of Educational Change , 1990 .

[2]  Against the Odds: Professional Development and Innovation Under Less-Than-Ideal Conditions , 2001 .

[3]  D. Perkins.  TEACHING FOR UNDERSTANDING , 1993 .

[4]  P. Palmer,et al.  Good Talk about Good Teaching , 1993 .

[5]  A Generational Model for Professional Development. , 1997 .

[6]  Paula D. Nisan-Nelson.  Technology Integration: A Case of Professional Development , 2001 .

[7]  RECIPROCITY AND OLDER LEARNERS , 1997 .

[8]  C. Mouza.  Learning to Teach with New Technology , 2002 .

[9]  Frank W. Kohler,et al.  Effects of Peer Coaching on Teacher and Student Outcomes. , 1997 .

[10]  Mark A. Smylie.  Teachers' Views of the Effectiveness of Sources of Learning to Teach , 1989, The Elementary School Journal.

[11]  S. Wineburg,et al.  Toward a Theory of Teacher Community. , 2001 .

[12]  Kate Hawkey,et al.  Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research , 1997 .

[13]  D. Cohen.  Teaching for Understanding: Challenges for Policy and Practice , 1993 .

[14]  J. Keedy,et al.  Examining teacher instructional leadership within the small group dynamics of collegial groups , 1999 .

[15]  John A. Zahorik.  Teachers' Collegial Interaction: An Exploratory Study , 1987, The Elementary School Journal.

[16]  Milbrey W. McLaughlin,et al.  Understanding Teaching in Context. , 1992 .

[17]  One School's Experience as a Professional Learning Community. , 2000 .

[18]  Margaret C. Lohman.  Environmental Inhibitors to Informal Learning in the Workplace: A Case Study of Public School Teachers , 2000 .

[19]  B. Joyce,et al.  Models of Teaching , 2024 .

[20]  Donna L. Browne,et al.  Cognitive Apprenticeship: A Model of Staff Development for Implementing Technology in School. , 1991 .

[21]  N. Glass,et al.  An experience of peer mentoring with student nurses: enhancement of personal and professional growth. , 2000, The Journal of nursing education.

[22]  K. Carr.  Building Bridges and Crossing Borders: Using Service Learning To Overcome Cultural Barriers to Collaboration between Science and Education Departments. , 2002 .

[23]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[24]  Susan E. Newman,et al.  Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403. , 1987 .

[25]  C. Wilson,et al.  Creating a caring community in nursing education. , 1997, Nurse educator.

[26]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[27]  Frances O'Connell Rust,et al.  Professional conversations: new teachers explore teaching through conversation, story, and narrative , 1999 .

[28]  J. H. Sandholtz.  The Relationship between Technological Innovation and Collegial Interaction. , 1991 .

[29]  Conflicting Approaches to Curriculum: Recognizing How Fundamental Beliefs Can Sustain or Sabotage School Reform , 1999 .

[30]  W. Sánchez,et al.  Mentoring and Relational Mutuality: Protégés' Perspectives , 2002 .

[31]  Neil Selwyn,et al.  Creating a "Connected" Community? Teachers' Use of an Electronic Discussion Group , 2000 .

[32]  J. Little.  Norms of Collegiality and Experimentation: Workplace Conditions of School Success , 1982 .

[33]  Kathleen B. Wasserman,et al.  Student and Cooperating Teachers: Contrasting Experiences in Teacher Preparation Programs , 2001 .

[34]  B. Joyce,et al.  Student Achievement Through Staff Development , 1988 .

[35]  The Principal in a Community of Learning , 1993 .

[36]  F. Pieronek.  Inservice Project: Upper Primary Brunei Darussalam Teachers' Responses To Using Four Specific Reading Strategies. , 2001 .

[37]  Mary E. Lee,et al.  Distance Learning as "Learning by Doing" , 1999, J. Educ. Technol. Soc..

[38]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[39]  Debra M. Freedman,et al.  The Role of Effective Mentors in Learning to Teach , 2000 .

[40]  J. Little.  Teachers’ Professional Development in a Climate of Educational Reform , 1993 .

[41]  Susan Johnson.  Teachers at Work: Achieving Success in Our Schools , 1990 .

[42]  S. Loucks-Horsley.  Designing Professional Development for Teachers of Science and Mathematics , 1997 .

[43]  L. Resnick,et al.  Knowing, Learning, and Instruction , 2018 .

[44]  Helen K. Ezell,et al.  Promoting Changes in Teachers' Conduct of Student Pair Activities , 1999 .

[45]  D. Perkins,et al.  Individual and Social Aspects of Learning , 1998 .

[46]  B. Showers,et al.  Teachers Coaching Teachers. , 1985 .

[47]  Michael S. Knapp,et al.  Between Systemic Reforms and the Mathematics and Science Classroom: The Dynamics of Innovation, Implementation, and Professional Learning , 1997 .

[48]  Laura M. Desimone,et al.  What Makes Professional Development Effective? Results From a National Sample of Teachers , 2001 .

[49]  Mentors and School-Based Partnership: Ingredients for Professional Growth. , 1999 .

[50]  Elizabeth Fennema,et al.  Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics , 2001 .

[51]  Curtis J. Bonk,et al.  A Theoretical Analysis of Social Interactions in Computer-Based Learning Environments: Evidence for Reciprocal Understandings , 1999 .

[52]  J. Brown,et al.  Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation , 1991 .

[53]  Irina I. Terehoff.  Elements of Adult Learning in Teacher Professional Development , 2002 .

[54]  Anne L. Russell,et al.  The reflective colleague in e-mail cyberspace: A means for improving university instruction , 1997, Comput. Educ..

[55]  Suzanne Schwarz McCotter,et al.  Collaborative groups as professional development , 2001 .

[56]  A. Manouchehri.  Collegial Interaction and Reflective Practice , 2001 .

[57]  Sharon Feiman-Nemser,et al.  Helping Novices Learn to Teach , 2001 .

[58]  Charles S. Hausman,et al.  Sustaining Teacher Commitment: The Role of Professional Communities , 2001 .

[59]  D. Silva,et al.  The Moral Basis of Mentoring. , 2001 .

[60]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[61]  Mieke Clement,et al.  Teachers' Professional Development: A Solitary or Collegial (Ad)venture?. , 2000 .

[62]  Gretchen B. Rossman.  ‘I Owe You One’: Considerations of Role and Reciprocity in a Study of Graduate Education for School Administrators , 1984 .

[63]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[64]  Michael L. Waugh,et al.  Organizing Electronic Network-Based Instructional Interactions: Successful Strategies and Tactics, Part I. , 1994 .

[65]  B. Gottesman.  Peer coaching for educators , 2000 .

[66]  J. Hasbrouck,et al.  Providing Peer Coaching in Inclusive Classrooms: A Tool for Consulting Teachers , 1997 .