Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

Abstract

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts. AbstractRecent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a midsized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.

Developing beliefs about classroom motivation: Journeys of preservice teachers

“…Given the importance of understanding classroom motivation for preservice teachers, and the obvious benefits of being able to enhance and maintain student motivation, there is value in understanding how preservice teachers learn specifically about classroom motivation. The issue of how teachers learn has emerged as an important research topic in recent years (Beijaard, Korthagen, & Verloop, 2007, p. 90;Meirink, Meijer, Verloop, & Bergen, 2009a, 2009bParise & Spillane, 2010), yet little research has sought to develop understandings about how preservice teachers learn, and acquire beliefs, about classroom motivation. The unique contribution of this study is the development of a framework to understand how student teachers develop understandings about classroom motivation and exploration of the learning process through the journeys of eight preservice teachers.…”

Toward Conceptual Clarity

“…Reforms implemented at the elementary level typically aim to build school-and teacher-level capacity through professional development initiatives (Coburn, Russell, Kaufman, & Stein, 2012;Leithwood & Louis, 1998;Smylie & Hart, 1999). Building capacity by promoting teachers' individual and collective learning is considered an important prerequisite for a school's ability to change and sustain improvement (Atteberry & Bryk, 2011;Hopkins, 2001;Parise & Spillane, 2010;Sleegers, Bolhuis, & Geijsel, 2005). Coupled with this emphasis on capacity, there has also been increased practical and scholarly attention to teacher professional learning (Doppenberg, den Brok, & Bakx, 2012;Hord, 1997;Mitchell & Sackney, 2000;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Toole & Louis, 2002).…”

Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors

“…Informal opportunities do not follow a specific curricula and are often smallerscale opportunities that happen within a teachers own school setting (Desimone 2009). These opportunities tend to be less common than formal opportunities (Choy et al 2006) and often consist of individual learning, collaborative and mentoring activities, and teacher networks (Desimone 2009;Parise and Spillane 2010). Informal professional development is often embedded in the classroom or school context allowing instructors to reflect on their experiences and share ideas among colleagues (Putnam and Borko 2000) and because of this is often a more authentic experience than formal professional development opportunities.…”