Professional Learning and Adult Learning Theory: A Connection

Abstract

__________________________________________________________________________ This study documents and interprets teachers' experience in a two-year professional development provincial initiative called Changing Results for Young Readers in western Canada. The interviews of a group of teachers in a rural school district were examined in order to understand how the participants' learning experiences were connected to adult learning theory. Themes emerged in teachers' changes of assumptions, expectations, values and beliefs about their identity as a teacher. These findings have implications for understanding how professional development opportunities can be structured and facilitated to support the complex role of a teacher. Keywords: Adult Learning, Professional Learning, Teacher Development ____________________________________________________________________________ IntroductionProfessional development for teachers in British Columbia (and within Canada) has traditionally revolved around a facilitated session by an expert in a specific field. With continual research (Hargreaves & Fullan, 2012;Mitchell & Sackney, 2011), the educational community is beginning to realize a change of focus is needed in order to fully utilize our greatest assets within our schools -our teachers. Changing Results for Young Readers is a provincial initiative that relies on a framework of continual professional development for teachers to meet the needs of their early readers who are struggling with the formation of their reading processing system (Pinnell & Fountas, 2009). The teachers participate in collaborative inquiry and choose a research question they will focus on throughout a year-long process, or perhaps longer. The professional learning involves knowledge for practice, knowledge in practice, knowledge of practice and knowledge of self (Cochran-Smith & Lyle, 2001).The framework of Changing Results for Young Readers (CR4YR) is developed after a professional learning community (PLC) model which has gained popularity recently and has impact on teaching practice (Vescio, Ross & Adams, 2008). Much has been written about PLCs (Hargreaves & Fullan, 2012;Hord, Roussin & Sommers, 2010;Mitchell & Sackney, 2009a and their effectiveness (Vescio et al, 2008). However, there has been little research conducted on the connection between PLCs and the type of learning teachers are experiencing through their participation in this model of professional learning. I focus on term transformative learning, which is connected to adult learning theory (Mezirow, 2000), in order to provide a framework for a specific kind of learning educators may experience in a professional learning Professional Learning and Adult Learning Theory: A Connection community. In this study, I examine research findings on teachers' learning in professional learning communities to answer the following questions:• In what ways do teachers experience transformative learning as a result of participation in a PLC? • What aspects of PLCs enhanced the likelihood of transformative chang...

Disrupting the Deficit Gaze: Equity Work with University Supervisors

“…Based on previous research, two reasons seem plausible and lead us to wonder: as our candidates take more instructional responsibility in the classroom, are they so focused on themselves that they naturally focus less on the actions of their mentor teacher? (Ellul & Fehring, 2016;Kelly, 2017). Or, is it that our candidates moderate their beliefs as they are enculturated into the education system?…”

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“…A PLC is a concept used to describe a type of learning community that exists where staff work together collaboratively to improve student outcomes. The essence of a learning community is the commitment to learning, and it is noted that PLC should be a place where focussed conversations and inquiries lead to improvements (Dufour and Dufour, 2004; Kelly, 2017). PLCs have six dimensions: shared and supportive leadership, shared vision and values, collective learning and application, shared personal practice and supportive conditions both relationships and structures (Hipp and Brazouski, 2017).…”

Differentiated Models of Professional Learning for Educators

“…Factors, such as audience, engagement, content, implementation, and application, are all critical in delivering instruction that achieves intended learning objectives and outcomes. With adult learners, planning for diversity and learner variance is more intensive as a result of age range, background knowledge and experience, skill level, and mindset (Kelly, 2017;Knowles, 1974;Machynska & Boiko, 2020).…”

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