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资，了解影响教师使用专业发展学习的因素至关重要。本研究采用多案例混合方法来调查影响教师采用、适应和放弃教师指导学习的因素。活动理论的理论框架提供了一种有用的方法来研究影响从专业发展经验中获取教学实践的多种因素。该框架考虑了教师学习背景下的众多要素。在这项研究中，教育拨款是通过教育者如何在本地化环境中获得和实施学习的实践和概念方面的连续统一体来理解的。与专业学习所带来的教学变化相关的可变性促使这种调查寻求更好地理解教学实践的挪用。有目的的抽样被用来确定一组从事专业发展的教师中的两名参与者，这些教师旨在加强科学课堂中技术的使用。这项调查的数据确定了八个可以对原则性拨款专业学习产生积极影响的因素。研究结果支持一种有目的的适应性方法，在这种方法中，教师发展所有权属性，允许在概念范围内进行上下文适应。有目的的抽样被用来确定一组从事专业发展的教师中的两名参与者，这些教师旨在加强科学课堂中技术的使用。这项调查的数据确定了八个可以对原则性拨款专业学习产生积极影响的因素。研究结果支持一种有目的的适应性方法，在这种方法中，教师发展所有权属性，允许在概念范围内进行上下文适应。有目的的抽样被用来确定一组从事专业发展的教师中的两名参与者，这些教师旨在加强科学课堂中技术的使用。这项调查的数据确定了八个可以对原则性拨款专业学习产生积极影响的因素。研究结果支持一种有目的的适应性方法，在这种方法中，教师发展所有权属性，允许在概念范围内进行上下文适应。