The lost promise of teacher professional development in England

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

“…However this ownership creates with it a requirement for the social capital conditions behind successful professional development strategies (Opfer and Pedder 2011) namely those of trust, collaboration and networking opportunities.…”

Teacher Learning within a Multinational Project in an Upper Secondary School

“…This outline locates the study in the activities of teacher learning, not in individual teachers' beliefs or in the school as an organization (see [3]). …”

“…An individual teacher has his/her previous experiences and beliefs of teaching and learning, teacher teams might inspire individual teachers to improve their professional expertise, similarly a school's structures, norms, and practices either support or prevent this process, and the local as well as national educational organizations provide resources but also requirements for schools and individual teachers for professional learning. Schools have a strong influence in the professional learning of teachers [3,13]. Schools that support a sense of competence, autonomy, and collegiality among teachers tend to have teachers who are motivated to make drastic changes to their traditional teaching approaches [15] and the relationship is reciprocal: individual teachers contribute to schools and their development [16].…”

“…Learning should have a content focus and it should be coherent so that it is consistent with teachers' knowledge and beliefs [17], and the learning practices should be job-embedded and practical, such that teachers should have everyday support at the workplace available; collegial and collaborative [2,3,[16][17][18][19] which Admiraal et al [12] described as teachers sharing their practices, collaborating, and reflecting upon their teaching practice; interactive and active meaning that learning should consist of active involvement and handson activities [17,19]. In addition, the learning activities should be intense and sustained, not short-term sporadic events [2,3,17]. Peer support has been shown to be an effective means for teaching [18] and an essential element for co-teaching in inclusive settings [20].…”

“…Teachers' professional learning is regarded as one of the key issues for a well-managing school and for improving students' learning outcomes (e.g., [1]), although the connection is complicated and not always true [2][3][4][5]. At the moment, studies [4] and policy-papers [6] emphasize the need for a shift from a teacher-centred to a student-centred approach as a key learning need for teachers in order to enhance students' necessary future competencies, such as constructive collaboration, knowledge searching and application, and solving complex problems.…”