This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance teachers’ professional efficacy and, consequently, the outcomes of students. The article examines the case of England, and takes a single subject area (modern foreign languages) as the context in which to explore teachers’ PL experiences over the course of one calendar year. Data tracking the PL priorities and experiences of 54 teachers clustered in 14 state school languages departments were collected via four iterations of an online questionnaire. This was followed by in-depth semi-structured interviews with heads of department in six of the schools, enabling a process of triangulation. Analysis shows very limited engagement in PL activities of the kind identified in previous literature as effective in impacting student outcomes. In all the schools, teachers’ PL experiences were shaped by a sharp focus on instrumental organizational aims related to the introduction of new examination specifications and curricula, reducing available time and resources for the pursuit of other development goals. A large amount of the variance in teachers’ reported engagement in PL activities known to be effective can be explained by school membership. Heads of department recognize their role in shielding colleagues from excessive workload and promoting collaborative PL. However, they report varying degrees of agency in addressing contextual barriers to achieving these aims. In contexts where teachers report high levels of stress, this is associated with lower professional self-efficacy, engagement and intention to remain in the profession.

中文翻译：

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“一切都是为了应对新规范”：应对职业发展——新的 CPD

本文针对在职教师教育问题进行探讨，该问题近年来已成为国际教育政策关注的焦点。政策制定者通常将专业学习 (PL) 设想为一种机制，通过这种机制，可以重塑和更新教学人员的专业精神。它提供了一种方法来提高教师的专业效能，从而提高学生的成果。本文考察了英格兰的案例，并以单一学科领域（现代外语）为背景，探索教师在一个日历年内的 PL 经验。通过在线问卷的四次迭代收集了对聚集在 14 个州立学校语言部门的 54 名教师的 PL 优先级和经验进行跟踪的数据。随后与六所学校的部门负责人进行了深入的半结构化访谈，从而实现了三角测量过程。分析表明，以前文献中确定的那种对影响学生成绩有效的 PL 活动的参与非常有限。在所有学校中，教师的 PL 经验都受到了对与引入新考试规范和课程相关的工具性组织目标的高度关注，从而减少了用于追求其他发展目标的可用时间和资源。教师报告参与已知有效的 PL 活动的大量差异可以通过学校成员身份来解释。部门负责人认识到他们在保护同事免于过度工作和促进协作 PL 方面的作用。然而，他们报告了在解决实现这些目标的背景障碍方面的不同程度的代理。在教师报告高压力的情况下，这与较低的专业自我效能感、参与度和留在专业领域的意愿有关。