The Interplay of Teachers' Personal Lives and Professional Learning: Evidence From a Qualitative Longitudinal Study

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  In Roundtable Session: Motivations to Teach

Abstract

This qualitative longitudinal study investigates the connections between teachers’ personal lives and their professional learning. The main data source consisted of yearly interviews with four elementary teachers from 2004 to 2014. Three main findings emerged from the analysis. First, teachers’ personal growth allowed them to sustain motivation in the careers and helped them cope with the pressures from school and standardize testing. Second, teachers’ passions oriented their professional learning. Teachers showed passion for subject matter, student engagement, learning, and personal interests. Third, the teachers’ passions inspired them to take on leadership activities that enhanced their school context. These findings show that addressing both personal and professional learning needs contributes to the holistic development of teachers and to the school environment.

Authors

• Elizabeth Rosales, University of Toronto - OISE

• Clare Kosnik, University of Toronto/OISE

• Clive M. Beck, OISE/University of Toronto