Which Types of Professional Learning Lead to Positive Change in Teaching Practice?

• In Event: Designing Professional Learning Communities That Center Educator Choice, Agency, and Well-Being

Abstract

This study examines which teacher professional learning types predict a positive change in teaching practice in the U.S. and South Korea. Based on adult and organizational learning theories, teacher professional development activities were categorized into two individual teacher learning types (formal/nonformal and informal learning) and two collaborative learning types (professional collaboration and exchange/coordination). TALIS 2018 data from lower secondary teachers in both countries were analyzed using multilevel logistic regression. U.S. teacher participation in the two types of individual professional learning showed a significant positive change, while Korean teachers showed it only in informal learning. Regarding collaborative learning types, teacher participation in only exchange/coordination activities was associated with a significant positive change in both countries.

Authors

• Ye-Ji Park, Hanyang University

• Jeon-Yi Lee, Gyeonggi Institute of Education

• Joo-Ho Park, Hanyang University