Rethinking Teacher Professional Development Designing and Researching How Teachers Learn 1st Edition by Donald Freeman ISBN 9781032146614 1032146613

PART I: Designing and researching teacher professional development

1. How conventional thinking has led to a “calculus” of teacher professional development

Conventional thinking: Professional development as a process of deficit and repair

Rethinking the professional development enterprise and structure of the book

Sensemaking

Conventional thinking and Poincaré’s observation about measurement

Conventional thinking: Professional development as a process of repairing problems

How has teacher professional development been defined?

Guskey’s diagram and the definitional features of professional development

Professional development as a “calculus”

Professional development as the organization of teacher learning

References

2. Knowing-into-doing: Mapping the organization of teacher professional development

The premise of knowing-into-doing and the future-orientation of professional development

A very brief history of the knowing-into-doing premise in teacher education

Professional development as repairing classroom problems

Mapping teacher professional development: Content, topic, and delivery

Mapping topic and process as content

Mapping topics of professional development—Teaching issues and practices

Mapping how professional development is organized

Two approaches: Top-down and teacher-led

The top-down approach—Cascade-training, train-the-trainer designs

An example of a cascade-training design—The PALM PLUS project

Teacher-led approaches—Inquiry-oriented designs

Process as content—Scrutinizing teaching

Summarizing knowing-into-doing

Defining professional development as organizing opportunities for teacher learning

References

3. How teacher learning became recognized as a form of learning

Teacher “learning” and the metaphor of “not seeing the forest for the trees”

Launching the idea of teacher learning

Teacher and student learning as an “imagined conditional”

The first forest—Teacher learning as behavior

The TOTE model and professional development

The next forest—Teacher learning as a cognitive-constructivist process

Cognitive models and teacher learning over time

The current forest—Teacher learning as situated practice

Practice-based teacher education—Theorizing teacher learning

Circumstances of teacher learning

Summarizing how changing boundaries have (re)defined the “forest”

A new forest—Assemblages

Formation and teaching as assemblages

Individual and organizational sensemaking—Duality or dualism?

Teacher learning and the “forest for the trees”

References

4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery

Researching as an assemblage—Focus, means of study, explanation premises

The social geography of explanations and “the teachers who are not in the room”

Causality and anticipatory time and place

Causal agency—Researching the imagined conditional

What is the focus in researching professional development?

What the means of study contributes to researching professional development

What explanations do in researching professional development

Summarizing the assemblage

Reversing the social geography: Studying teacher professional learning from the inside out

Different premise: Alternative explanations

Professional development as an assemblage

References

PART II: Learning4Teaching

Part II Preamble: Learning4Teaching: The Project and its ideas

The Learning4Teaching Project—The logic model and research design

The Learning4Teaching Project data

The context of English language teaching

The chapters in Part II

Chapter structure

Learning4Teaching as a group of ideas

References

5. Availability and access to professional development: How teacher participation is shaped

Framing the problem

Conventional explanations

Alternative ideas: Availability, access, and cultures of professional development

Cultures of professional development

Availability and access to the professional development event

Documenting alternative ideas

Sectors providing professional development

Two national policyscapes: Policy-driven versus socially market-driven

Availability and access

Participating in professional development

The case of the “ALTE course”—A culture of professional development in action

Repercussions and extensions

Availability and access of “what is offered” as professional development

The culture of professional development as a double helix

References

6. (mis)Alignment in professional development1

Framing the problem

Conventional explanations

The “conduit metaphor” and the “toolmaker’s paradigm”

Learning as transfer and language as a conduit

Normative expectations of professional development—Desimone’s “path model”

Definition (Corcoran) and the Path Model (Desimone)

Alternative ideas: (mis)Alignment

Documenting the alternative ideas

Assembling providers’ and teachers’ perspectives

(mis)Alignment from two national studies—Chile and Qatar

Repercussions and extensions

The anatomy of a professional development event

The parallax view

References

7. Uptake, usefulness, and use: How professional development moves into teaching1

Framing the problem

Conventional explanations

Alternative ideas—Uptake, usefulness, and use

How do the three ideas relate?

Usefulness, use, and teacher agency

Documenting alternative ideas

Data—About people and events

Analyzing data from events for patterns of uptake

Usefulness and sensemaking

Teaching Logs—Which areas of your teaching today were influenced by the PD activity?

Following uptake into classroom use—An example from the Chilean study

Repercussions and extensions

References

8. Naming and learning content in professional development: The currency of social facts

Framing the problem

Conventional explanations

Naming an offering—The case of the ALTE course

Naming and explaining

Naming and belonging

Alternative ideas: Social facts as content and currency of belonging

The purpose of professional development

What travels? A small thought experiment

Consistency and social facts

Communities … of practice, of activity, of explanation

Documenting alternative ideas

Naming “the facts of the matter” in the lesson

Using “the facts that matter” to the teaching community

Further analyses with systemic functional linguistics

Repercussions and extensions

References

PART III: Rethinking the Learning4Teaching argument

9. Learning4Teaching: Researching teacher professional learning at scale1

Outcomes-oriented versus interpretive: A methodological or epistemological debate?

The dynamic of researching professional development

Chapter organization

Different ideas as new tools

Four “learnings” from the Learning4Teaching Project

First learning: Designing a focus of study as single or compound

The SWAS—A singular focus on the school-based support program as a reform

Second learning: Creating data from first- and second-order information

The SWAS—Offerings defined by the reform establish events

Third learning: Collecting data that recognizes the particular in the systemic

The SWAS—Connecting and extending data

Fourth learning: Analyzing data for meaningful patterns at scale

Working from the “Welty Principle”—Token-type analysis and grounded coding

Asserting causality in teacher professional learning

Tackling Putnam’s two worlds in analyzing data

Documenting patterns in teachers’ uptake from events

MCA analyses, odds ratios, and documenting the influence of the policyscape

References

10. Rethinking professional development: The argument for Learning4Teaching

Main idea #1: Learning4Teaching and researching as an assemblage

What do we gain with the idea of researching as an assemblage?

Two premises of sensemaking

Main idea #2: Learning4Teaching and the conventional calculus

What do we gain with the idea of the conventional calculus?

Centering teachers in the social geography of professional development

Main idea #3: Learning4Teaching and the imagined conditional

“Learning tells you how to teach”—Stumbling on to the imagined conditional

What do we gain with the idea of the imagined conditional?

Summarizing the Learning4Teaching ideas

Rethinking teacher professional development—Ideas meet procedures

What does rethinking teacher professional development actually get us?

References

Index