NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833442
Record Type: Journal
Publication Date: 2009-Feb
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0013-1784
The Continuum of Teacher Learning
Huebner, Tracy
Educational Leadership, v66 n5 p88-91 Feb 2009
Many recent studies on teacher learning are grounded in the works of Rosenholtz (1989), Ball and Cohen (1999), and Putnam and Borko (2000). Their research, collectively, suggests that teacher learning occurs in at least two realms: the individual and the interpersonal. In the individual realm, teachers gain knowledge about content and pedagogy, agree or disagree with this knowledge, and make decisions regarding implementation and change. In the interpersonal realm, teachers engage in dialogue and collaboration to further develop and support their own learning. More recent studies by Coburn (2001, 2004) identify a phenomenon that pulls both realms together. Coburn calls this phenomenon sensemaking--the process by which teachers notice and select certain messages from their environment, interpret them, and then decide whether to act on those interpretations to change their practice. To understand how teachers react to and make sense of messages they receive from district policies, the school administration, and professional work groups, Coburn conducted research spanning approximately 30 years at schools engaged in efforts to improve reading instruction. This article discusses the highlights and implications of Coburn's study.
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A