Abstract
This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning-the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning.
Original language | English |
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Pages (from-to) | 533-548 |
Number of pages | 16 |
Journal | Learning and Instruction |
Volume | 20 |
Issue number | 6 |
DOIs | |
Publication status | Published - Dec 2010 |
Externally published | Yes |
Funding
The present study was made possible through a grant of the Dutch National Research Association NWO (no. 411-01-254). We would like to thank especially the Ph.D. students who were part of the research team in this area of special interest: Rosanne Zwart, Jacobiene Meirink, and Annemarieke Hoekstra. Moreover, we owe many thanks to the three anonymous reviewers and the editor of Learning and Instruction for their numerous suggestions to improve the first draft of this manuscript. Appendix A
Keywords
- Teacher learning
- Professional learning
- Workplace learning
- Educational innovation
- Self-regulated learning
- Teacher professional development