All quotes in this post are from teacher interviews with Mary Burns (90 teachers from 21 countries). They are purposely not attributed to protect teacher privacy.
Do teachers value professional development? Or do they see it as a waste of their time? Do they believe it helps them become more competent professionals? Do they perceive its value as negligible? Does it have positive impacts on student learning or is it often irrelevant and too highly theoretical to have any perceived utility?
The answer to all of these questions is yes.
Teacher views about professional development are complex and nuanced. Many are frustrated by a lack of professional development opportunities. Many others regard the teacher professional development (TPD) in which they participate as too sporadic or superficial to be effective.
Even teachers who experience a good deal of professional development often regard its quality and utility as marginal at best.
Yet despite the variation in frequency and perceptions of uneven quality, teachers generally recognize the value of TPD, know what effective TPD is and want more—not less—of it.
When it’s done well, teachers view professional development as providing opportunities to address problems and create solutions directly related to their classrooms. And they have ideas on how to improve continuous professional development that should not be ignored.
This blog shares 5 teacher insights on improving professional development. It draws on Mary’s interviews with 90 teachers in 21 countries, initially as part of the Global Education Monitoring Report, and Bianca’s research on teacher communities of practice in Brazil.
1. Teacher professional development must be collaborative
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"What I appreciate about our school is the collective efficacy. We figure things out and teach each other instead of waiting for our district office to help us. When they come it’s more theoretical."
For the teachers interviewed, TPD succeeds when it’s rooted in their professional reality, at their place of practice, and capitalizes on their knowledge and experiences. Critical to this is collaboration, as highlighted by the teacher quotes above.
Collaboration not only fosters innovation and reciprocal learning, it also boosts teacher self-efficacy and collective efficacy, and iteratively drives improvement in teaching practice.
Collaborative TPD focused on the daily issues teachers face at their schools has been lauded as the “most effective professional learning [because] it empow(ers) teachers” to plan, assess, evaluate, reflect, innovate and reflect (p. 7).