Ongoing Teacher Learning: A Study of Teachers Over Their Initial Eight Years

• In Event: Sustained Teacher Professional Development

Abstract

Over the period 2004 to 2012, we followed 20 elementary teachers from their first to eighth years of teaching. During this time, the teachers participated in many kinds of professional learning activities and reported varying types and degrees of learning. The great majority achieved considerable informal learning through methods such as trial-and-error in their classroom, discussion with teachers, observation in classrooms, and searching the internet. Some formal PD activities were also seen as valuable, but the teachers noted a lack of opportunity for dialogue during these activities. The teachers’ experiences led us to perspectives we think could be helpful to beginning and later-career teachers and to those who design and facilitate continuing professional development.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto

• Tiffany Grace Harris, OISE/University of Toronto

• Belinda Monique Longe, University of Toronto - OISE

• Monica Eileen McGlynn-Stewart, George Brown College

• Julie Middleton, Ontario Institute for Studies in Education /University of Toronto

• Elizabeth Rosales, University of Toronto - OISE