For Us, to Us, With Us, by Us: Teacher Perceptions of Professional Development

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Abstract

This paper describes a study of teacher perceptions of professional development (PD) in a university-teacher network. PD outcomes garner much attention from researchers; there is significantly less focus on teacher perceptions of the quality, quantity, and forms of PD received. Teacher attitudes about PD potentially can inform how to make PD more effective and how to address teacher morale and job satisfaction. Public schools depend on the growth, development and satisfaction of teachers: PD that teachers perceive as useful is essential to this cause. Social constructivist theory is used to examine the social nature of teacher learning and the importance of relationships in PD structures in a teacher network. Initial findings and implications for public school teachers are discussed.

Author

• Caroline Murray, Montclair State University