How we learn about teacher learning

What is it about?

This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning.

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Why is it important?

the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.