Revising Shulman and Shulman's Model for Contemporary Teacher Professional Development and Suggestions for Future Research

• In Event: Teacher Learning Processes

Abstract

Over the years, Shulman and Shulman’s (2004) model of teacher learning communities has helped researchers and practitioners understand teachers as learners in professional communities. However, some 20 years have now passed and this framework seems less feasible for today's teacher professional development. This study aims to propose a revised version of Shulman and Shulman’s (2004) model for bottom-up teacher communities that are loosely structured, supported by technology, and composed of “general teachers” in the post-pandemic era. Based on relevant theories, frameworks, and constructs, six components are renamed and two additional components are added. Following this preliminary study, further studies need to explore components in real-world contexts, test the relationships among the components, and apply the revised models using various techniques.

Authors

• Jo-Chi Hsiao, National Yang Ming Chiao Tung University
  Presenting Author

• Sunny S. J. Lin, National Yang Ming Chiao Tung University
  Non-Presenting Author