Kazemi & Hubbard (2008)

New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts

The article New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts was written by Elham Kazemi and Amanda Hubbard and published in the Journal of Teacher Education in 2008.

Abstract

Research on professional development (PD) typically focuses on what teachers learn as a result of their participation in PD. Questions are framed unidirectionally: To what extent does participation in PD affect teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning and instead argue for understanding the multidirectional influences between teachers' participation across the PD and classroom settings. Drawing on research in mathematics education, they argue that researchers should examine what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD. To advance studies of and designs for PD, the authors' perspective leads them to argue for the importance of better understanding how teachers come to make sense of primary artifacts, depictions, and enactments in and through PD.

Outline of Headings

• Attending to "Knowledge" and "Knowing" Across Contexts in Research and Development Programs
• Practice-Based Professional Education (PBPE)
• What Role Does Teachers' Instructional Context Play in the Design of PD?
• From Unidirectional Analyses to Coevolution of Participation in PD and Classroom Practice
• Illustrating the Coevolution Between PD and Practice
  • Adaptive PD: Teachers Studying Their Own Work
  • Commercially Available PD: Teachers Studying Written Cases
• Implications for Studying and Designing PD
  • Understanding and Eliciting the Diversity of Teachers' Experimentation and Incorporating Depictions of That Work in PD
  • Examining the Situated Nature of Primary Artifacts
  • Exploring How Enactments of Routine Activities Can Support the Generation of New Knowledge and Ways of Knowing
• Conclusion

Also

• Pages Linking Here
• Mendeley: http://www.mendeley.com/research/new-directions-design-study-professional-development-attending-coevolution-teachers-participation-ac/

APA

Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts. Journal of Teacher Education, 59(5), 428–441. doi:10.1177/0022487108324330

BibTeX

@article{Kazemi2008,
author = {Kazemi, Elham and Hubbard, Amanda},
doi = {10.1177/0022487108324330},
journal = {Journal of Teacher Education},
number = {5},
pages = {428--441},
title = {{New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts}},
url = {http://jte.sagepub.com/content/59/5/428.short},
volume = {59},
year = {2008}
}