Search results for: Hubbard Amanda
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New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009