Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

Inge Bakkenes, Jan D. Vermunt, Theo Wubbels

Research output: Contribution to journalArticleAcademicpeer-review

229 Citations (Scopus)

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 languageEnglish
Pages (from-to)533-548
Number of pages16
JournalLearning and Instruction
Volume20
Issue number6
DOIs
Publication statusPublished - Dec 2010
Externally publishedYes

Keywords

  • Teacher learning
  • Professional learning
  • Workplace learning
  • Educational innovation
  • Self-regulated learning
  • Teacher professional development

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