ERIC Number: ED440958
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
Ontario College of Teachers: Professional Learning: A Survey by the Ontario College of Teachers. Final Report.
Ontario College of Teachers, Toronto.
This report summarizes priorities that Ontario teachers assigned to different professional learning activities and the extent to which they had participated in professional learning. Information came from a mailed survey of 599 teachers, randomly selected across the province, in 1999. Teachers read a list of 13 learning activities and rated them as priorities for the next 2 years. Teachers also discussed their participation in informal professional learning activities over the last 2 years, examining a list of 23 specific informal activities. Half of the teachers rated implementing new curriculum into student programs as a very important learning priority. Dealing with curriculum materials was the most important professional learning priority of 16 percent of the teachers. Most teachers engaged in a significant amount of informal learning activities. The most common informal learning activities related to reading. Teachers with reduced teaching loads for a year and those with more experience had higher participation rates than other teachers. For informal learning, unlike formal learning, there were no differences according to teacher gender, school location, or community size. The survey is appended. (SM)
Descriptors: Elementary Secondary Education, Faculty Development, Foreign Countries, Informal Education, Inservice Teacher Education, Teacher Attitudes, Teacher Improvement, Teacher Participation, Teachers
Ontario College of Teachers, 121 Bloor Street East, 6th Floor, Toronto, Ontario M4W 3M5, Canada. Tel: 416-961-8800; Tel: 888-534-2222 (Toll Free in Canada); Fax: 416-961-8822.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Ontario College of Teachers, Toronto.
Identifiers - Location: Canada