NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED554722
Record Type: Non-Journal
Publication Date: 2012
Pages: 184
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-7034-1
ISSN: N/A
Understanding Professional Learning in Action: A Case Study of a Research-Based Professional Learning Program
Stukey, Marisa Ramirez
ProQuest LLC, Ph.D. Dissertation, University of Florida
During the last twenty years, professional learning for teachers has been promoted as a viable path for increased teacher effectiveness and student achievement. Because of the complexities of the school system and the diversity of the student population, designing quality professional learning opportunities that are meaningful for teachers can be difficult. However, recent research suggests that there is a sufficient literature basis to support a set of features and characteristics of professional learning that leads to increased teacher knowledge and learning. This study seeks to understand the elements of professional learning through the lenses of the participants in a professional learning opportunity, which incorporated the research-based professional learning characteristics. It also seeks to understand how the participants themselves made sense of their own learning and how they perceived the impact of their learning on their teaching and students. This research employed qualitative case study methodology to illustrate the phenomenon under examination. Participants in this study included a purposefully selected group of three participants enrolled in a particular professional learning experience. All three participants made changes in their instructional approaches and reported changes in both content and pedagogical knowledge as a result of participation in the professional learning experience. It is noted that the design of the program, in particular the active learning, coherence, and collective participation aspects, played a significant role in the participants' initial implementation of new instructional strategies in their classrooms. The findings offer insight into the elements of professional learning that impact teacher practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A