Exploring the Nature of Teachers’ Professional Learning

摘要: In recent times, the distinction between traditional Professional Development (PD) and Learning (PL) is becoming increasingly apparent. The shift associated with intent language PD PL evident in report by Wei et al. (2009). also captured Mockler (2005) who characterized as something delivered a ‘spray-on’ manner which teachers attend ‘PD day’ then return to their schools expectation that they will implement workshop ideas own practice. What clear professional learning of has become recognised important enhancing not only quality teaching but for developing profession more generally (Berry, Clemans, & Kostogriz, 2007). approaches tend emphasize practices are: sustained over time; responsive specifics school classroom contexts; underpinned research practice-based evidence; and, supported communities collaboration (Hayes, Mills, Christie, Lingard, 2006; Hoban, 2002). short, could be viewed doing things so apply them practice while about working help develop skills, knowledge abilities ways are (pedagogical) needs, issues concerns.