Teacher learning in the context of a continuing professionaldevelopment programme A case study教师专业发展.pdfVIP

Teaching and Teacher Education 47 (2015) 142e150 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: /locate/tate Teacher learning in the context of a continuing professional development programme: A case study Linda van den Bergh a, *, Anje Ros b, Douwe Beijaard c a Fontys School of Teacher Training for Special Educational Needs, The Netherlands b Fontys Teacher Training School for Primary Education, The Netherlands c Eindhoven University of Technology, Eindhoven School of Education, The Netherlands h i g h l i g h t s The learning- and self-regulation activities of twos teachers were examined in-depth. Teachers learning patterns during a PDP differed greatly from each other. Although one teachers learning pattern was undirected, she still learnt from the PDP. The trainers feedback seemed to compensate for a lack of teachers self-regulation to a certain extent. a r t i c l e i n f o a b s t r a c t Article history: The purpose of this study was to gain insight into characteristics of teacher learning in the context of a Received 10 March 2014 successful continuing professional development programme (CPD programme). An in-depth case study Received in revised form of the learning activities of two teachers, the problems they encountered and the way they regulated 22 November 2014 their learning was conducted. Results show that these teachers differed greatly from each other: one Accepted 2 January 2015 Available online