Professional Development and Teachers' Journey Toward Using Collaborative Learning in the Classroom

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  In Roundtable Session: Professional Development for New Futures

Abstract

In this paper, I explore teacher learning during a one-year professional development program specifically designed for secondary teachers of multilingual students. The purpose of the program was to guide general education and language teachers in designing appropriate instruction for multilingual students. I investigate the learning of three general education teachers who had the same goal: to incorporate collaborative learning in their instruction. The three teachers formed a continuum in terms of the shifts in practice that occurred (from no shifts to substantial shifts). The purpose of the present analysis is to shed light on the factors that shaped the teachers’ journey towards transforming their instruction.

Author

• Daniella Molle, University of Wisconsin