Conceptualizing Teacher Professional Learning
Dados Bibliográficos
| ID | 23333345 |
|---|---|
| Autores | V Darleen Opfer (RAND Education and University of Cambridge), David Pedder (0000-0002-9967-2274, University of Leicester) |
| Ano | 2011 |
| Volume | 81 |
| Fascículo | 3 |
| Páginas | 376-407 |
| Data de publicação | 2011-09-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Review of Educational Research (JOURNAL) |
| Identificadores do periódico | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0034654311413609 |
| OpenAlex | W2147963848 |
| Idioma | EN |
| Citações recebidas | 425 |
| Referências citadas | 121 |
This article adopts a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The review brings together multiple strands of literature on teacher professional development, teaching and learning, teacher change, and organizational learning. In doing so, it illustrates that process–product logic has dominated the literature on teacher professional learning and that this has limited explanatory ability. The review demonstrates the ways the elements of three subsystems (the teacher, the school, and the learning activity) interact and combine in different ways and with varying intensities to influence teacher learning. The limitations of studies focusing on specific elements or subsystems are highlighted. The article concludes that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Causality (physics) · Learning theory · Mathematics education · Pedagogy · Process (computing) · Professional development · Professional learning community · Reciprocal · Collaborative Teaching and Inclusion · Computer Science · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
Affection as a movement of desire bound to pedagogical relations
Differing Views of Equity
La filmación de clase en contexto de colegialidad
Exploring the constructivist mentoring program in developing EFL teacher professionalism
English teachers’ motivation for a professional development program
Experiencias de aprendizaje profesional docente en Mooc
Teachers’ Perceived Impact of an Online Professional Development Course on Content and Language Integration and Pedagogical Translanguaging
El desarrollo de la autonomía infantil temprana y el profesorado en formación en Educación Infantil. Variables intervinientes
Dewey’s Theory of Experience
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
Online professional learning for rural teachers of mathematics and science
Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network
Bridge over Troubled Water
“Breaking Good”
Problematizing lesson study and its impacts
Tecnologias Digitais e Aprendizagem Docente
CoDiLe
Best Practices in Teachers’ Professional Development in the United States
The Challenge and Promise of Complexity Theory for Teacher Education Research
The Effect of Teacher Coaching on Instruction and Achievement
A complex dynamic systems perspective on teacher learning and identity formation
Schools as professional learning communities
How Does Professional Development Improve Teaching?
Learning to argue
Long-term impacts of the Care program on teachers' self-reported social and emotional competence and well-being
Technology Use for Teacher Professional Development in Low- and Middle-Income Countries
Identifying the characteristics of effective teacher professional development
Towards a complex framework of teacher learning-practice
Categorising teachers’ use of social media for their professional learning
Complexity Theory
Multilevel Boundary Crossing in a Professional Development School Partnership
“Together we are better”
Claims of teacher learning and retrospective tracing of claimed events in video-mediated transnational virtual exchange interactions
Sustaining Teachers through Collaboration and Autonomy
Identifying High-Impact Practices of Learning Communities that Foster Collective Professional Growth
Exploring Inquiry in the Third Space
She’s My Partner in Crime”
The Influence of Technology on Mental Well-Being of STEM Teachers at University Level
Towards Variation in Professional Learning Practices
Interpreting professional learning policy
The case for a subsidiarity model of professional learning and development at a time of curriculum reform
Liderazgo directivo escolar para el aprendizaje profesional docente en tiempos de cambio
Understanding the heterogeneity of effects of teacher professional development
Out-of-field early childhood teachers’ perceived identity and capacity
Middle leaders and research-informed professional learning
Beyond the theory-practice divide
Click, Link, Shift
Sustaining out-of-field teaching in STEM
The school community in developing teachers’ digital competence
Understanding the role of professional learning in teachers’ ICT integration
Actor in action
Mathematics teacher change in times of disruption
Exploring the differences between what teachers notice individually and collaboratively
Turning Teacher Boredom Into Better Teaching
Teacher mediation of curriculum making in language diverse mathematics classrooms
Teacher beliefs about e-assessment for learning in English as a foreign language writing
Unscripted, unofficial, unseen, and uncontained
Responding to Perturbation
Former des mentors
Emerging trends and effective strategies in STEM teacher professional development
Self-directed lifelong learning of university English teachers in the information age
The influence of professional development on quality teaching in Ghanaian pre-tertiary schools
Exploring the impact of creative assessments, instructional quality, and attitudes toward creative learning on teacher readiness
Systematic review of professional development of teachers of multilingual learners in the mathematics classroom
Distance learning and its efficiency among teachers of private schools during the Covid-19 pandemic in Western Amman, Jordan
Practices of Professional Learning Communities
Examining a Decade of Research in Online Teacher Professional Development
Teachers’, principals’ and university-based teacher educators’ multiple conceptions of teachers’ professional development
Teachers’ Learning Profiles in Learning Programming
Understanding teachers' scholarly information interaction in digital-intelligent environments
Bridging the gap between intention and enactment
Teaching biology and geology as reflective decision-making
Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices
Development and factor structure of the teaching approach scale
Large-Scale Learning for Local Change
A therapeutic-based professional development model for enhancing emotional regulation and positive discipline in early-career teachers in Thai schools
Ways of thinking about teaching an idea in mathematics
A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education
Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers
Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa
The needs and unmet needs for people living with dementia, caregivers and care workers in dementia health care systems
An Ecological Model of Technology-Enhanced Teaching Competence Development
Teachers’ Perceptions and Experiences of Navigating Continuing Professional Development during the Covid-19 Pandemic
The Impact of Online Video-Based Teacher Professional Development on Instructional Practices and Student Achievement in Biology
Evaluating Reflective Thinking-Based Teacher Training Using Kirkpatrick’s Model
The Professional Development (PD) Paradox
Teacher Disposition as a Mediator of Professional Development Outcomes
Secondary Teachers’ Experiences in International Professional Development for Convergence Research in STEM and Tradition
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments
What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors
Teacher-Identified Needs-Driven Professional Development in Rural Education
Do Good Intentions Lead to Expected Outcomes? Professional Learning Amongst Early Career Academics in a Problem-Based Program
Investigating the STEM Teacher Professional Development and Learning Path Towards Changes in Student Spatial Ability
A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps
The Chatbots’ Challenge to Education
The Impact of Professional Development Programs on English as a Foreign Language Instructors in Higher Education Institutions
The Early Career Framework
Bracing Ourselves
Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning
Teachers without borders
Handbook of Motivation at School
Innovation up Close
Bounded Rationality and Organizational Learning
Professional Development and Teacher Change
Complexity
Chapter 8
A Critical Analysis of the Research on Learning to Teach
Effects of Professional Development on Teachers’ Instruction
The Role of Anomalous Data in Knowledge Acquisition
The Persistence of Privacy
The fifth discipline, the art and practice of the learning organization
Subject area preparation of secondary mathematics and science teachers and student achievement
Collective Sensemaking about Reading
From Theory to Practice
Self-Efficacy
The reflective practitioner
Handbook of teaching and policy
Qualitative Data Analysis in Health Psychology
Foundations of Hegel’s Social Theory
Schools Must Speak for Themselves
Professional Development in Integrating Technology Into Teaching and Learning
Those Who Understand
Changes in teacher efficacy during the early years of teaching
Elaborating a model of teacher professional growth
Organizational conditions of teacher learning
In the company of colleagues
Activity frames and complexity thinking
Belief change towards self-directed learning in student teachers
The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers
Complexity science and student teacher supervision
The potential benefits of teacher efficacy doubts for educational reform
A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching
Evidence‐based practice in educational research
Scholars Before Researchers
Teacher learning and the development of inclusive practices and policies
How teachers value and practise professional learning
Organizational conditions that foster successful classroom promotion of Learning How to Learn
Recipes for Busy Kitchens
The Survey Method
Changing Preservice Teacher Perceptions of Minority Schools
Effect of Multicultural Music Experience on Preservice Elementary Teachers' Attitudes
Experimenting With Teacher Professional Development
Professional Development and Teacher Learning
Perspectives on Learning, Thinking, and Activity
Teachers' Professional Knowledge Landscapes
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Staff Development and the Process of Teacher Change
Complexity and Education
Complexity Theory and the Philosophy of Education
Cooperating in their own Deprofessionalisaton? On the need to recognise the ‘public and ‘ecological’ roles of the Teaching profession
Teachers and Teaching, from Classroom to Reflection
Teachers and Researchers in Collaboration
The Enhancement Function of Staff Development
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Predicting Learning From Student Experience of Teaching
What Makes Professional Development Effective? Results From a National Sample of Teachers
Norms of Collegiality and Experimentation
Efficacy Beliefs of Newly Hired Teachers in Urban Schools
Performance Assessment and Wicked Problems
Improving Impact Studies of Teachers' Professional Development
The Knowledge-Creating School
Cognitive and Situated Learning Perspectives in Theory and Practice
Challenging images of knowing
Beyond Social Capital
What to Do about Differences? A Study of Multicultural Education for Teacher Trainees in the Los Angeles Unified School District
Content Knowledge for Teaching
Misunderstanding Verstehen
Organizational Learning
Situated Learning
Teachers' Perceptions of Students
| Obras citantes distintas | 425 |
|---|---|
| Citações por ano | 32,69 |
| Intervalo de citações | 2013 - 2026 (14) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 408 |