Implementation phase

Figure 2.1 indicates a list of activities undertaken within a bigger cycle during the implementation of an IKBC. Most of these PL activities are conducted in the form of dialogue, guided by a set of procedures. While teachers engage in inquiry activities at different stages of implementation phase, their knowledge of carrying out their SBPL is improved. These inquiries occur in five stages within the bigger cycle: identifying the students’ learning needs; analyzing the teachers’ learning needs; deepening teachers’ professional knowledge and refining skills; engaging students in new learning experiences; and assessing students’ learning and overall PL progress, as discussed below.

2.10.2.1Identifying the students’ learning needs

The most important thing in the implementation phase is the way in which teachers analyse the students’ learning needs. Baird and Clark (2017) explain that the end product of an effective teacher PL programme is to improve students’ learning outcomes. Therefore, focusing on learners’ needs is crucial at this stage of the IKBC. In recent years, there has been an increasing shift of thinking about teacher PL and its impact on their students’ learning (Fisher & Frey, 2014; Gamrat, Zimmerman, Dudek,

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& Peck, 2014). Supporting this argument, Louws, Meirink, van Veen, and van Driel (2017) suggest that the objectives of PL should not be imposed on teachers, but rather follow a systematic analysis of learning needs. The reason for this is that students’ learning abilities and challenges are often diverse (J. Taylor, Roth, Wilson, Stuhlsatz, & Tipton, 2016). Therefore, throughout the inquiry process, teachers should consult and triangulate the sources of evidence (Guskey, 2007; Meissel, Parr, & Timperley, 2016), such as interviewing students or analyzing assignments and other learning activities, so as to direct their inquiry (Dreaver & Dreaver, 2006).

2.10.2.2Analyzing the teachers’ learning needs

At this stage, which sometimes may occur alongside or overlap with the first stage, teachers find out how to address problems in student learning (Jojo, 2017), as identified in the first inquiry stage. It is at this stage when the teacher’s discourse focuses on what to learn in relation to knowledge and skills required by students. Teachers set learning priorities and strategies that could help to address their learning needs. It is important to bear in mind that teachers learn in different ways and have their own learning needs (Killion & Crow, 2011; Mokhele & Jita, 2012). Therefore, scholars suggest that the PL has to be organized not only to meet the general targets of learning teams, but also to understand and be responsive to individuals’ expectations and attitude in learning (Blandford, 2000; Boyaci & Oz, 2017; J. Cole, 2018; Kyndt & Baert, 2013).

2.10.2.3Deepening teachers’ professional knowledge and refining skills

At stage three, teachers engage in actual learning or study by considering the needs identified in stages one and two. Timperley (2011) claims that most of the traditional approaches to teacher PL start at this stage tend to jump over the prior stages. At this stage, teachers’ learning is directed towards achieving the identified goals (Cwikla, 2002) and includes all formal and informal learning formats (Desimone, 2011). Generally, the selection of a suitable PL format depends on learning content and the availability of resources. More recently, however, there has been an increasing use of online networking, which connects teachers to other people who can support their learning away from the school (Feng & Ha, 2016; Harris, 2008; Mentis & Kearney, 2017). In addition, reading online resources is most preferred due to the fact that teachers are able to perform their PL at their convenience (Beach, 2017).

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2.10.2.4Engaging students in new learning experiences

After refining their knowledge and skills, teachers conduct classroom teaching at the fourth stage of the inquiry cycle. By engaging in teaching, teachers are applying their new skills with students. As commented by Gun (2017), teacher knowledge construction cannot happen in a vacuum, but needs to be situated in a classroom context. Of most interest is that engaging in an innovative PL can result in a shift in teachers’ pedagogical orientation as well as in students’ learning (Butler, Leahy, Hallissy, & Brown, 2017). However, it is important to note that teachers differ in their teaching competency (Mkandawire, Mwanjejele, Luo, & Ruzagiriza, 2016; Sewell, Hansen, & Weir, 2017) and thus they need support and perhaps more practice to implement the learned skills in the classroom more effectively. For instance, studies by Kitta (2004), Mkumbo (2014) and Stronkhorst and van den Akker (2006) indicate that teachers often lack the necessary teaching techniques, especially on planning teaching and assisting students’ diverse learning needs.

Surprisingly, some teachers tend to resist applying new learned social constructive approaches (Roberts, Brown, & Edwards, 2015; Vavrus, 2009; Vavrus & Bartlett, 2013), because their teaching could be largely influenced by traditional assumptions about students’ learning (Cochran-Smith, 2012; McLaughlin & Talbert, 2001; Santagata & Bray, 2016; Sewell, 2006; Tabulawa, 1998). In addition, Zee and Koomen (2016) point out that “despite the effectiveness of instructional practices for students’ development, not all teachers feel capable of implementing and using such practices in class (p. 991). To this end, teachers should be supported to raise their teaching beliefs and see that they can effectively apply their new learned experiences to impact their students’ learning. However, effective PL can challenge conventional assumptions and encourage teachers to develop innovative practices (Stoll, Harris, & Handscomb, 2012).

2.10.2.5Assessing students’ learning and overall PL progress

Assessment of the PL impact is done at the fifth stage to evaluate ways in which teacher learning has impacted student learning. Evaluation and reflection are important elements of an effective PL as they provide evidence about their teaching and learning outcomes in order to amend their own practices (Bates & Morgan, 2018; Darling- Hammond, Hyler, & Gardner, 2017). The success of the teacher learning programme is largely evaluated through classroom practices, particularly through student achievement

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(Darling-Hammond, 2008). According to reflective practices by Schön (1983) and Schön (1987), teachers can be conducting an ongoing evaluation of students’ learning progress. Certainly, the feedback about students’ learning can help teachers to reorganize their next PL (Bellanca, 2009). Thus, teachers should seek expert support if they could not arrive at the level intended in their PL, particularly in teaching (Sewell, St George, & Cullen, 2013; Timperley, 2011). However, expert support has to focus on building the capacity of teachers to control their PL according to the context (Cordingley, Bell, Isham, Evans, & Firth, 2007).