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9. Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Author

Louws, Monika L., Meirink, Jacobiene A., van Veen, Klaas, van Driel, Jan H., Education and Learning: Development in Interaction, Leerstoel van Gog, Education and Learning: Development in Interaction, Leerstoel van Gog, and Teaching and Teacher Education

Subjects
Semi-structured interview, Independent study, ComputingMilieux_THECOMPUTINGPROFESSION, Teaching method, 05 social sciences, Professional development, 050301 education, sense-making process, Experiential learning, Education, Educational leadership, teacher learning, Professional learning community, 0502 economics and business, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Faculty development, Psychology, 0503 education, learning goals, workplace conditions, 050203 business & management
Abstract

Schools’ structural workplace conditions (e.g. learning resources andprofessional development policies) and cultural workplace conditions (e.g.school leadership, teachers’ collaborative culture) have been found to affect theway teachers learn. It is not so much the objective conditions that support orimpede professional learning but the way teachers perceive those workplaceconditions that influence teachers’ learning. Not much is known, however, abouthow teachers’ perceptions relate to the way they direct their own learning. Usinga sense-making approach, we explored how four teachers’ perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers’ learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers’ perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers’ self-directed learning than their perception of structural conditions.

Published
2016
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