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ERIC Number: EJ1103351
Record Type: Journal
Publication Date: 2016-May-23
Pages: 34
Abstractor: As Provided
Reference Count: 98
ISBN: N/A
ISSN: EISSN-1068 2341
Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development
Covay Minor, Elizabeth; Desimone, Laura; Caines Lee, Jade; Hochberg, Eric D.
Education Policy Analysis Archives, v24 n61 May 2016
In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle school science PD randomized control trial in the US, we find that what teachers learn in PD varies significantly based on their prior knowledge and experience. This paper explores several hypotheses about how content knowledge and teacher learning interact. We conclude that the next step toward improving teacher PD is to calibrate learning opportunities to teachers' prior knowledge.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A