A process model for professional learning developed from characteristics that lead to sustained improvements in teacher practice
AuthorThompson, Pauline Wendy
AffiliationMelbourne Graduate School of Education
Access StatusThis item is embargoed and will be available on 2021-02-27.
© 2019 Dr. Pauline Wendy Thompson
This ethnographic case study sought to identify the characteristics that supported sustained improvements in teaching practice in response to an on-going professional learning program. The teaching practice of seven secondary teachers were tracked over the 12 months of the study. Drawing on positioning theory as the conceptual framework to understand the changes, this research identified five key characteristics of effective professional learning. An iterative model of the process of professional learning has been developed based on these characteristics.
Keywordsteacher professional learning, leadership, improving teaching practice
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