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ERIC Number: EJ775431
Record Type: Journal
Publication Date: 2007-Sep
Pages: 22
Abstractor: Author
Reference Count: 13
ISSN: ISSN-0958-5176
Profiling Teachers' Professional Learning Practices and Values: Differences between and within Schools
Pedder, David
Curriculum Journal, v18 n3 p231-252 Sep 2007
This article reports findings from a survey of the values and perceived practices of 1212 members of staff in 32 schools in England participating in the "Learning How to Learn" (LHTL) project in relation to teachers' professional learning. Through factor analysis four underlying dimensions of teachers' learning practices were developed. These dimensions appear to reflect a demarcation between teachers' in-class and out-of-class learning. Overall, practices and values for teachers' classroom contextualized learning were lower than for out-of-class learning. Through cluster analysis teachers were grouped according to their reported levels of practice on the four dimensions of teachers' learning. Five distinctive clusters of teachers were identified, each cluster with a distinctive teacher learning profile. The main findings are that there are systematic differences between schools in terms of the mix of their teachers' learning profiles. There are also important differences between staff working in primary and secondary schools. In addition, there are significant differences within school between senior and middle managers, teachers with little or no managerial responsibility and support staff, and between secondary teachers of different subjects. This diversity of teachers' learning underpins the need for schools to develop more differentiated strategies for supporting continuous learning among different groups of staff. (Contains 4 figures, 7 tables and 5 notes.) [Appended to this document are: "Appendix A1a: Descriptive statistics for the teacher learning practices of each cluster" and "Appendix A1b: Descriptive statistics for the teacher learning values of each cluster."]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)