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ERIC Number: EJ913110
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-0022-4871
Teacher Learning in a Context of Educational Change: Informal Learning versus Systematically Supported Learning
Hoekstra, Annemarieke; Korthagen, Fred
Journal of Teacher Education, v62 n1 p76-92 Jan-Feb 2011
After certification, teachers do not often receive systematic support in their learning and hence mainly depend on informal learning opportunities at work. The present study addresses the question of if and how supervision makes a difference to teacher learning. In a longitudinal mixed-method study, the learning of one teacher is documented in a year in which she had no systematic support but had to adjust herself to an educational innovation. The authors also studied this teacher in a consecutive year in which she did receive individual supervision. During supervision, the teacher became aware of beliefs and patterns that had previously inhibited her from change. This awareness precipitated significant changes in her beliefs and classroom behavior as well as the way she learned. The findings suggest that professional learning will take place only if a teacher is supported in learning how to deal effectively with personal factors involved in the learning process. (Contains 1 table and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A