This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts.
Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching project, the volume presents a sociomaterial perspective on teacher sensemaking.
Introduction: The three meanings of Learning4Teaching PART ONE:
Designing and researching teacher professional development
Chapter
1. How
conventional thinking has led to a calculus of teacher professional
development
Chapter
2. Knowing-into-doing: Mapping the organization of
teacher professional development
Chapter
3. How teacher learning became
recognized as a form of learning
Chapter
4. Researching teacher professional
development: The assemblage, the social geography, and the shadows on the
periphery PART TWO: Learning4Teaching PREAMBLE: The Learning4Teaching project
and its ideas
Chapter 5. Availability and access to professional development:
How teacher participation is shaped
Chapter
6. (mis)Alignment in professional
development
Chapter
7. Uptake, usefulness, and use: How professional
development moves into teaching
Chapter
8. Naming and learning content in
professional development: The currency of social facts PART THREE:
Rethinking: the Learning4Teaching argument
Chapter
9. Learning4Teaching:
Researching teacher professional learning at scale
Chapter
10. Rethinking
teacher professional development: The argument for Learning4Teaching
Donald Freeman is Professor of Education at the University of Michigan, with visiting appointments at Aston University and the University of Graz.
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