This pilot study investigated how a brief professional development session on the science of learning impacted teachers' attributions of usefulness to both scientific and performative concepts about teaching. Ratings were collected from teachers attending five events across the United Kingdom (N = 585) before and after receiving a 90‐min training session. Initial ratings of scientific concepts were positively correlated with age, while initial ratings of performative concepts were negatively correlated with years of experience. Immediately following professional development, the value teachers attributed to scientific concepts for understanding their practice increased, while their valuing of performative concepts decreased. A follow‐up study with a subsample (N = 153) revealed the impact was reduced but persisted 6–12 weeks later. Results are discussed in terms of the potential for a scientific understanding of learning to empower educators as expert professionals.

中文翻译：

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学习科学和教师表演思维的专业发展-试点研究

这项先导研究调查了关于学习科学的简短专业发展会议如何影响教师对教学的科学和表演概念的有用归因。 在接受90分钟培训课程之前和之后，从参加英国五项活动（N = 585）的老师那里收集了评分。科学概念的初始评级与年龄呈正相关，而表演性概念的初始评级与经验年龄呈负相关。在职业发展之后，因科学概念而对实践了解的价值老师立即增加，而表演概念的评价却下降了。带有子样本的后续研究（N = 153）表明影响有所减少，但在6-12周后持续存在。根据对学习的科学理解来增强教育者作为专家的能力的潜力，讨论了结果。