Work Package 3 Literature Review

learning and apply to their own practice in a collaborative and critical manner through dialog, observations of their own experimentation and reflection (see table 8: studies by level of proficiency) No of studies % of studies Knowledge awareness 60 34% Knowledge deepening 95 53% Leadership 23 13% Total 178 100% Table 8: Studies by level of proficiency Studies that considered the experiences of in-service teachers dominated the research with 71% of papers exploring professional learning for this cohort. Only 33 papers of 178 considered the experiences of preservice teachers Figure 5: Papers by research participants. Those studies that considered pre-service professional learning impacted the knowledge awareness and deepening levels of proficiency with few progressing to the leadership stage. Figure 6: Studies with pre-service teacher as research participants by level of proficiency 4.3 Theoretical frameworks A review of the theoretical frameworks' studies leveraged from was conducted in the analysis. Many of the studies did not have a theoretical frame. Of those that did the majority leveraged from TPACK (Technological, Pedagogical and Content Knowledge), particularly regarding content design and evaluation. In addition, social learning models such as the communities of practice, inquiry and learning communities featured quite highly. Theories of change and innovation including the 0 20 40 60 80 100 120 140 Inservice teachers Preservice teachers Other 0 5 10 15 20