Martine van der Pluijm

98 Chapter 4 requires teachers to participate voluntarily in the program, facilitated by school principals and SFP policy (see also Chapter 3). Figure 4.2 summarizes the process approach, inspired by the model of Binkhorst, Poortman, & Van Joolingen (2017). Conditions Process Outcome Teachers’ decision to participate in the professionalization program (autonomy) Facilitation by school principal and policy Professional development Tailored SFP program Ownership Reciprocal learning activities Inquiry-based learning Learning together FIGURE 4.2: AHL Teacher professionalization process In a nutshell, three principles are used during the professionalization activities. First, teachers are involved in a collaborative learning culture that is crucial for their professional development (Epstein et al., 2019; Fullan, 2007; Hoover-Dempsey et al., 2002; Kessels, 1999; Weizartz, 1999). During the workshops, the focus is on improving teacher awareness of the central problem and developing accurate views of their performance in coping with that problem (De Vries, Kremers, Smeets, Brug & Eijmael, 2008; Nicol & McFarlane, 2006; Rogers, 2003). These explorations result in shared questions and goals (see Chapter 3). During network sessions, coaches invite teachers to share their new ideas and solutions that contribute to these goals (Binkhorst et al., 2017; Van Veen et al., 2012). Second, each of the activities is characterized by reciprocity by exploring perspectives of teachers and input by coaches/researchers (e.g., theory, empirical findings), while maintaining equal relationships (Epstein et al., 2019). The process manager encourages this reciprocity, which is often referred to as shared leadership (Binkhorst et al., 2017). Situated learning is used, requiring teachers to design and test activities in their work context (Ericsson, 2006; Kemmis & McTaggart, 2005; Kolb, 2014; Korthagen, 2010; Lave & Wenger, 1991; Walker & Leg, 2018). These plan-act-reflect cycles start with simulations during workshops, and teachers are encouraged to continue these cycles in practice, regularly supported by on the job coaching. During the network sessions, teachers share good practices. These three guiding principles aim to foster teachers’ feelings of ownership and their intrinsic motivation to develop new behavior (Deci & Ryan, 2000). Positive feedback provided by coaches enhances this sense of ownership and increases feelings of self-efficacy (Hattie & Timperley, 2007; Hoover-Dempsey et al., 2002).