This article was published in Teaching and Teacher Education, Volume 26, Issue 8,
Author(s): Catherine D. Bruce, Indigo Esmonde, John Ross, Lesley Dookie and Ruth Beatty, ' The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement', Pages 1598-1608, Copyright Elsevier (November 2010).
The current article reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada.
Furthermore, the article explores the relationship between teacher efficacy and student achievement.
Before the PL, District A had lower teacher efficacy and student achievement than District B. However after the PL, this situation was reversed.
The analysis of data revealed that the two districts reported learning very different things from the PL opportunity.
The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned.