Culture at the Core: Moving from Professional Development to Professional Learning

Autor/in	Overstreet, Mikkaka
Titel	Culture at the Core: Moving from Professional Development to Professional Learning
Quelle	In: Journal of Ethnographic & Qualitative Research, 11 (2017) 3, S.199-214 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Educational Research; Scholarship; Faculty Development; Professional Education; Learning Processes; Culturally Relevant Education; Teacher Education; Models; Barriers; Public School Teachers; Teacher Attitudes; Personal Narratives; Teacher Empowerment; Reflective Teaching; Praxis + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Scholarships; Stipendium; Berufsausbildung; Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Analogiemodell; Lehrerverhalten; Erlebniserzählung
Abstract	This article explored the recent shift in educational scholarship from professional development to professional learning. The government spends billions of dollars on such learning in the United States; however, teachers and researchers are still discovering what makes such learning effective and what types of learning lead to actual change in teacher practice. Through a survey of the literature and an ethnographic case study of a professional learning experience, I examined the implications and the gaps in the literature as they relate to this shift. Using purposive sampling, I selected 10 teachers in a large urban school district who participated in a shared learning event. I gathered observations, interviews, and related documents to analyze the effectiveness of the experience. After the initial event, I continued to collect data from two participants as they applied their new learning in their classrooms. I found that meeting the needs of teacher learners requires professional learning experiences that are culturally relevant and considerate of the multifaceted lives of teachers. I propose a model of teacher learning that incorporates the complexities of teacher learning and offer practical suggestions for design. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01