Teacher learning in context: The special case of rural high school teachers

Abstract

Falling under the umbrella of teacher quality, professional development is an important policy issue in US public education. Understanding teacher learning and its relationship to teacher work is critical if efforts to improve teacher quality are to be successful. This article examines one overlooked context in the discourse about teacher learning and work—rural high schools. The study focuses on 20 teachers across 3 case study schools and conceptualizes the relationship between teacher learning and work according to three contexts: the core, intermediate and peripheral contexts. These contexts are explored and important features discussed.

Teachers learning together : the role of professional conference attendance

“…A teacher learned best teaching practices within the context of the work environment; therefore, it was important to have high quality professional development to cultivate effective teaching practices. Core content knowledge was important, according to Scribner (2003). However, interaction with colleagues on a state level appeared to be more important in professional development for rural high school teachers as suggested by Scribner (2003).…”

“…According to Scribner (2003), teaching was a combination of teachers, students, and content of subject matter. A teacher learned best teaching practices within the context of the work environment; therefore, it was important to have high quality professional development to cultivate effective teaching practices.…”

Teacher collaboration and student learning : a multilevel structural equation modeling analysis

“…However, only a few studies have examined how work assignments could affect teachers' opportunity for collaboration (Little, 2003). In a case study examining the relationship between teacher learning and work in rural schools, Scribner (2003) found that teachers did not spend sufficient time in teacher collaboration due to their multiple roles in numerous curricular and extracurricular activities, as well as the multiple subject areas and/or levels they taught. He described this situation as follows:…”

“…Furthermore, because teachers were constantly preparing for a variety of classes they did not have time to discuss issues of practice with other teachers or collaborate on interdisciplinary units. (Scribner, 2003 Thus, teachers who teach fewer subject areas and teach in areas of their expertise are able to invest more time in collaboration. In contrast, teachers who are assigned multiple subject areas outside of their expertise and are assigned more noninstructional tasks have limited time for collaborative activities.…”

“…Although noninstructional tasks are regarded as one of the basic functions teachers are required to do (Manson, 2000), Scribner (2003) found in his case study of 20 teachers in rural schools that teachers who have multiple roles in numerous curricular and extracurricular activities and teach multiple subject area levels did not have adequate time to collaborate with their peers. This study investigates the relationships between workload and work assignments and frequency of teacher collaboration.…”