Informal and Teacher-Directed Professional Learning

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-3 - Pecuniary and Nonpecuniary Investments in Education

Abstract

Educational policies related to in-service professional learning have often focused on formal, required, professional development and re-certification regimes. However, technology has reduced geographical, temporal, and hierarchical constraints on collaboration, and teachers today have various opportunities to participate in informal, voluntary, and organic forms of professional learning. Two examples of these new forms of professional learning include professional learning networks (PLNs) and Edcamp unconferences. This paper reports findings from two qualitative data sets related to participants’ perceptions of PLN (n=732) and Edcamp (n=105) professional learning experiences. We discuss opportunities and challenges of such teacher-driven professional learning approaches for school systems, and consider education policy implications related to professional development and human capital.

Authors

• Jeffrey Paul Carpenter, Elon University

• Daniel G Krutka, University of North Texas

• Jayme Nixon Linton, Lenoir-Rhyne University

• Torrey Trust, University of Massachusetts - Amherst