Learning In Teacher Professional Development

Abstract

In this qualitative interpretivist study the interrelationships among teachers’ professional practice, the knowledge gained in teacher professional development programs, and the context of employment within school settings were analyzed. Eighteen semi-structured, tape-recorded interviews were conducted with elementary, middle and high school teachers who had attended continuing education programs 9-12 months previously. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing professional education programs and their professional practice. This process of knowledge construction is affected by elements of the structural, human resources, political and symbolic frames of the contexts in which teachers are employed. Implications for research and practice in teacher professional development are drawn.