ABSTRACT

Understanding factors that influence teacher use of professional development learning is critical if we are to maximise the educational and financial investment in teacher development. This study used a multi-case mixed methodology to investigate the factors that influence teacher adoption, adaption, and abandonment of teacher-directed learning. The theoretical framework of activity theory provided a useful way to investigate multiple factors that influence the appropriation of pedagogical practices from a professional development experience. This framework accounts for a multitude of elements in the context of teacher learning. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning within localised contexts. The variability associated with instructional changes made from professional learning drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants within a group of teachers engaged in professional development designed to enhance the use of technology within science classrooms. Data from this investigation identified eight factors that can positively influence principled appropriation professional learning. Findings support a purposeful adaptive approach where teachers develop ownership attributes allowing for contextual adaptation within conceptual boundaries.

摘要

如果我们要最大化对教师发展的教育和财政投入，那么了解影响教师对专业发展学习的使用的因素至关重要。这项研究使用了多案例混合方法来研究影响教师采用，适应和放弃教师指导学习的因素。活动理论的理论框架为研究从专业发展经验中影响教学实践使用的多种因素提供了一种有用的方法。在教师学习的背景下，该框架考虑了许多要素。在本研究中，通过教育者如何在局部情境中获得和实施学习的实践和概念方面的连续性来理解教育拨款。与专业学习所产生的教学变化相关的可变性驱使这一探究，以寻求对教学实践的适当理解。目的抽样用于确定一组从事专业发展的教师中的两名参与者，这些教师旨在提高科学教室中技术的使用率。这项调查的数据确定了可以对原则性拨款专业学习产生积极影响的八个因素。研究结果支持一种有目的的适应性方法，其中教师发展了所有权属性，允许在概念范围内进行上下文适应。目的抽样用于确定一组从事专业发展的教师中的两名参与者，这些教师旨在提高科学教室中技术的使用率。这项调查的数据确定了可以对原则性拨款专业学习产生积极影响的八个因素。研究结果支持一种有目的的适应性方法，其中教师发展了所有权属性，允许在概念范围内进行上下文适应。目的抽样用于确定一组从事专业发展的教师中的两名参与者，这些教师旨在提高科学教室中技术的使用率。这项调查的数据确定了可以对原则性拨款专业学习产生积极影响的八个因素。研究结果支持一种有目的的适应性方法，其中教师开发了所有权属性，允许在概念范围内进行上下文适应。