Professional Development: Untangling the Influence of Work Context on Teacher Learning

Abstract

Professional development has become the panacea of 1990s reform efforts. However, our understanding of the breadth, depth, and nature of teacher learning experiences remains limited. Using an embedded case study design, this article examines the factors that motivate teachers to engage in development activities, the ways they experience professional learning, and most important, how work context influences their learning experiences. The author suggests that a complex nesting of work contexts limits the types of learning activities, and hence knowledge, available to teachers. Finally, steps that school leaders and education policy makers can take to broaden and enhance professional learning opportunities are discussed.

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

“…Throughout the literature, several types of activities are distinguished Kwakman, 2003;Scribner, 1999).…”

Principals’ perceptions of public schools’ professional development changes during NCLB

“…Scribner (1999) identified key elements for schools to design and implement effective professional development, such as building connections to learning standards, curriculum, assessment, and maintaining a healthy professional community that is focused on student outcomes. A conceptual review of effective teacher professional development by Firestone et al (2005), asserted that professional development should have a continuous, coherent, and systematic focus on developing teachers' content knowledge, instructional methods, and ability to reflect and act to develop their professional learning as individuals and growth as a community.…”

“…In educational leadership and policy research, teachers' professional development, particularly teachers' ability to grow as professionals and change instructional practices, has been identified as an important contributing factor of effective policy implementation fidelity, school improvement, and reform (Hochberg & Desimone, 2010;Scribner, 1999;St. John, MansetWilliamson, Chung, & Michael, 2005).…”

Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

“…Many factors affect the application of the pedagogical and content knowledge gained via these programmes. Scribner (1999) argued that teachers' professional development should be treated as a reform and that professional development initiatives should be integrated into teachers' work and the culture of schools. In other words, professional development is more than a vehicle for reform and should be part of the reform to enrich teachers' learning experiences rather than only meeting passive contractual obligations for professional updating.…”