The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England

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Feb. 10, 2011

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): V. Darleen Opfer , David G. Pedder, Zsolt Lavicza, " The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England", Pages 443-453, Copyright Elsevier (February 2011).
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change.
The model was consisted of beliefs, practice and experiences about learning.
Data were collected through from a national survey of teachers in England
uses results from a national survey of 1126 teachers in England.

The results show that teachers bring an internal, external and collaborative orientation to their professional learning.

The beliefs and practices associated with these orientations are also shown to have a moderate influence on teacher learning change, which defined as a composite outcome of change in beliefs, practices and students.

Updated: Dec. 06, 2011
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Universalized Pedagogic

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