Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

Autor/inn/en	Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.
Titel	Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 1, S.63-80 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Louws, Monika L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2017.1383237
Schlagwörter	Faculty Development; Professional Continuing Education; Qualitative Research; Semi Structured Interviews; Secondary School Teachers; Teaching Experience; Educational Objectives + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Qualitative Forschung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid- and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early- and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01