Oklahoma's Professional Learning Focus: Driving Teacher Motivation to Learn?

• In Event: Individual Actors Surviving, Subverting, and (Un)Intentionally Shaping Policy Implementation

Abstract

Professional teachers are just as much learners as students are, but knowing how to structure effective learning experiences for teachers is difficult (Korthagen, 2017). Teachers in the United States (as well as other countries) are required to engage in a certain amount of professional learning and development while within the profession (DeMonte, 2013). New to the state of Oklahoma, the Professional Learning Focus is a teacher selected, teacher driven learning path. This study provides a programmatic analysis of the legislation and enactment of the Professional Learning Focus, and present data of the type and magnitude of goal orientation teachers have towards their Professional Learning Focus overall.

Authors

• Alexandra Parsons, University of Oklahoma

• Maeghan N. Hennessey, University of Oklahoma