Professional Development in Education· 2017Q1
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice
- 178citations
- Q1SCImago
- 2017year
Short summary
This paper reconceptualizes professional learning models not as descriptions of reality, but as analytical tools to be deliberately selected and applied by researchers and practitioners.
AI-generated from the title and abstract; the full text is not read.
Key points
- Analyzes five major contemporary models of professional learning, including path, systemic, and cognitive approaches.
- Develops an analytical framework focusing on model components, purposes, scope, theories of learning/change, agency, and philosophical bases.
- Identifies inconsistencies and limitations within existing models.
- Proposes reconceptualizing learning models as analytical tools for deliberate selection and application.
AI-generated from the title and abstract; the full text is not read.
Abstract
One approach to designing, researching or evaluating professional learning experiences is to use models of learning processes. Here we analyse and critique five significant contemporary analytical models: three variations on path models, proposed by Guskey, by Desimone and by Clarke and Hollingsworth; a model using a systemic conceptualisation of learning by Opfer and Pedder; and a cognitive learning model by Evans. To do this, we develop and illustrate an analytical framework focused on model components, purposes, scope, explicit and implicit theories of learning and change processes, agency and philosophical underpinnings. We identify similarities, differences, inconsistencies and limitations in the models. This provides the basis for reconceptualising models as tools to be deployed alongside other relevant constructs and thus the analytical framework can support a more informed selection of theoretical models by researchers and practitioners.
The authors' abstract, as published at the source. Professional Development in Education, 2017 · DOI ↗
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Field: Human Factors and Ergonomics
Human Factors and ErgonomicsSocial Sciences