Publicação
The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal
| Resumo: | As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe. |
|---|---|
| Autores principais: | Alves, Ines |
| Outros Autores: | Szelei, Nikolett |
| Assunto: | Area-based initiatives Diversity Professional development Teacher learning |
| Ano: | 2018 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| _version_ | 1866810082712354816 |
|---|---|
| author | Alves, Ines |
| author2 | Szelei, Nikolett |
| author2_role | author |
| author_facet | Alves, Ines Szelei, Nikolett |
| author_role | author |
| contributor_name_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Alves, Ines\",\"Person.identifier.orcid\":\"0000-0001-5247-8696\"},{\"Person.name\":\"Szelei, Nikolett\",\"Person.identifier.orcid\":\"0000-0001-9400-4851\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| datacite.creators.creator.creatorName.fl_str_mv | Alves, Ines Szelei, Nikolett |
| datacite.date.Accepted.fl_str_mv | 2018-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2020-09-15T13:27:18Z |
| datacite.date.embargoed.fl_str_mv | 2020-09-15T13:27:18Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Area-based initiatives Diversity Professional development Teacher learning |
| datacite.titles.title.fl_str_mv | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| dc.contributor.none.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| dc.creator.none.fl_str_mv | Alves, Ines Szelei, Nikolett |
| dc.date.Accepted.fl_str_mv | 2018-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2020-09-15T13:27:18Z |
| dc.date.embargoed.fl_str_mv | 2020-09-15T13:27:18Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10451/44371 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | University of Ljubljana |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Area-based initiatives Diversity Professional development Teacher learning |
| dc.title.fl_str_mv | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ulisboa.pt/bitstreams/8f074121-ec0f-43c9-b66d-f24f5d86b85e/download |
| id | ul_2b7e9d98f757fbd8f591e35f2f7eef6d |
| identifier.url.fl_str_mv | http://hdl.handle.net/10451/44371 |
| instacron_str | ul |
| institution | Universidade de Lisboa |
| instname_str | Universidade de Lisboa |
| language | eng |
| network_acronym_str | ul |
| network_name_str | Repositório da Universidade de Lisboa |
| oai_identifier_str | oai:repositorio.ulisboa.pt:10451/44371 |
| organization_str_mv | urn:organizationAcronym:ul |
| person_str_mv | Alves, Ines Alves, Ines http://orcid.org/0000-0001-5247-8696 0000-0001-5247-8696 Szelei, Nikolett Szelei, Nikolett https://www.ciencia-id.pt/C719-709F-EE08 C719-709F-EE08 http://orcid.org/0000-0001-9400-4851 0000-0001-9400-4851 |
| publishDate | 2018 |
| publisher.none.fl_str_mv | University of Ljubljana |
| reponame_str | Repositório da Universidade de Lisboa |
| repository_id_str | urn:repositoryAcronym:ul |
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| spelling | engUniversity of Ljubljanapt_PTAs an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe.application/pdfpt_PTThe Missing Link: Teacher Learning for Diversity in an Area-based Initiative in PortugalPersonalAlves, InesDSpacehttp://dspace.org/items/3e18a335-b1b5-4e33-8510-d3b6c77759f8DSpacehttp://dspace.org/items/3e18a335-b1b5-4e33-8510-d3b6c77759f8AlvesInesORCIDhttp://orcid.org0000-0001-5247-8696Researcher IDhttps://www.researcherid.comI-1341-2015Scopus Author IDhttps://www.scopus.com54787338600PersonalSzelei, NikolettDSpacehttp://dspace.org/items/1aa7df17-dd67-4cc4-9a98-b771a02a727bDSpacehttp://dspace.org/items/1aa7df17-dd67-4cc4-9a98-b771a02a727bSzeleiNikolettCiência IDhttps://www.ciencia-id.ptC719-709F-EE08ORCIDhttp://orcid.org0000-0001-9400-4851Scopus Author IDhttps://www.scopus.com57204610144HostingInstitutionOrganizationalRepositório Científico de Acesso Aberto da ULisboae-mailmailto:repositorio@reitoria.ulisboa.ptrepositorio@reitoria.ulisboa.ptDOIIsPartOfhttps://doi.org/10.26529/cepsj.5132020-09-15T13:27:18Z20182018-01-01T00:00:00ZHandlehttp://hdl.handle.net/10451/44371http://purl.org/coar/access_right/c_abf2open accessArea-based initiativesDiversityProfessional developmentTeacher learning175280 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ulisboa.pt/bitstreams/8f074121-ec0f-43c9-b66d-f24f5d86b85e/downloadCEPS Journal - Center for Educational Policy Studies Journal837998Ljubljana, Slovenia |
| spellingShingle | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal Alves, Ines Area-based initiatives Diversity Professional development Teacher learning |
| status | SINGLETON |
| subject.fl_str_mv | Area-based initiatives Diversity Professional development Teacher learning |
| title | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| title_full | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| title_fullStr | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| title_full_unstemmed | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| title_short | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| title_sort | The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal |
| topic | Area-based initiatives Diversity Professional development Teacher learning |
| topic_facet | Area-based initiatives Diversity Professional development Teacher learning |
| url | http://hdl.handle.net/10451/44371 |
| visible | 1 |