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Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development
| Content Provider | ERIC |
|---|---|
| Author | Covay Minor, Elizabeth Desimone, Laura Caines Lee, Jade Hochberg, Eric D. |
| Abstract | In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle school science PD randomized control trial in the US, we find that what teachers learn in PD varies significantly based on their prior knowledge and experience. This paper explores several hypotheses about how content knowledge and teacher learning interact. We conclude that the next step toward improving teacher PD is to calibrate learning opportunities to teachers' prior knowledge. |
| Related Links | https://files.eric.ed.gov/fulltext/EJ1103351.pdf |
| e-ISSN | 10682341 |
| Journal | Education Policy Analysis Archives |
| Issue Number | 61 |
| Volume Number | 24 |
| Language | English |
| Publisher | Colleges of Education at Arizona State University and the University of South Florida |
| Publisher Date | 2016-05-23 |
| Access Restriction | Open |
| Subject Keyword | Faculty Development Educational Policy Middle School Teachers Interviews Teacher Characteristics Teaching Experience Prior Learning Program Effectiveness Science Teachers Qualitative Research Statistical Analysis Intervention Pedagogical Content Knowledge United States (Southwest) United States (East) Middle Schools Secondary Education Junior High Schools |
| Content Type | Text |
| Resource Type | Article |
