Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice
Penn collection
Degree type
Discipline
Subject
Educational Assessment, Evaluation, and Research
Teacher Education and Professional Development
Funder
Grant number
License
Copyright date
Distributor
Related resources
Author
Contributor
Abstract
Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.