Search results for: Opfer V. Darleen
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In this paper, the authors adopt a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The authors conclude that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Updated: Apr. 24, 2012
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Updated: Dec. 07, 2011
The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change. 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.
Updated: Dec. 06, 2011