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ERIC Number: EJ859261
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0380-2361
Teacher Professional Development: A Sociological Study of Senior Educators' PD Priorities in Ontario
Hardy, Ian
Canadian Journal of Education, v32 n3 p509-532 2009
This study investigated senior educators' viewpoints on teacher professional development (PD). To examine the nature and source of participants' perspectives, the study employed Bourdieu's notion of practice as socially constituted and contested. Interviews were conducted in southern Ontario with 24 senior Ministry officials, principals, and academics. Participants' current and prior experiences predisposed them to support profession-driven PD, as well as PD for systemic (including accountability) purposes. The study suggests PD policy directives for provincial foci should (a) incorporate approaches that begin with teachers' existing knowledge and understanding, (b) address specific school circumstances, and (c) be cognizant of broader conceptions of students' needs. (Contains 2 footnotes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada