ERIC Number: ED474177
Record Type: RIE
Publication Date: 2003
Teacher Learning in the Workplace: Processes and Influencing Factors.
Flores, Maria A.
This study examined findings from a larger study that investigated how a cohort of 14 new teachers learned and developed over the first 2 years of teaching. Data collection involved interviews, questionnaires, and reports. Findings suggested an idiosyncratic, practical, and context-specific conception of learning. Respondents undervalued the formal contexts of learning, such as preservice education and field experiences, and they highlighted the strong influence of workplace norms and values on the process of (re)learning in practice. Results noted the powerful effect of students' reactions within the classroom, day-to-day experience at school, and significant others (relatives and former teachers) on teacher learning in the workplace. Certain perceptions of school culture and leadership impacted the ways in which new teachers learned and developed over time. A narrow understanding of teacher professional development prevailed. They saw learning more as an individual and lonely business than a joint venture. Teachers emphasized that they learned alone, from their mistakes, and by analyzing their students' reactions within the classroom. (Contains 56 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Hawaii International Conference on Education (Honolulu, HI, January 6-10, 2003). Financial support provided by Fundacao para a Ciencia e a Tecnologia (Programa PRAXIS XXI).