An affinity for learning: Teacher identity and powerful professional development

Citation:

Noonan, J. (2019). An affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education , 70 (5), 526-537.

Date Published:

2018

Abstract:

Professional development (PD) for teachers is widely variable in its effectiveness. Efforts to improve PD at scale are complicated by the tremendous heterogeneity among teachers: what works for one teacher may work not at all for another. Using the lens of professional identity to analyze teachers’ perceptions of PD, I present and discuss five in-depth teacher accounts of their most powerful professional learning experiences, concluding that professional identity is a durable (but malleable) filter through which teachers interpret professional learning. I offer implications for how a better understanding of professional identity could be used to improve PD design and policy.

Publisher's Version

Last updated on 10/08/2019