CARACTERÍSTICAS DE LA PROPUESTA

This section briefly describes how the concept of teacher professional learning is perceived by various scholars. In addition, teacher learning and the change process are briefly explained as they form important aspects of teacher professional learning.

2.5.1 The concept of teacher professional learning

Scholars contest the concept of teacher professional learning (PL), and therefore developing a conceptual understanding of its meaning is crucial. Traditionally, terms such as professional learning, in-service training and professional development have been used synonymously to refer to continuous teachers’ professional development after initial education (Craft, 2000). PL is generally conceived as the basis for effective teaching and improved student achievement through teacher professional growth (Webster-Wright, 2010; Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). However, the general argument is that the common use of the phrases teacher training or professional development gives the general assumption that teachers are recipients of knowledge rather than being active learners. Similarly, Easton (2008) claims that professional learning refers to what teachers undertook throughout their career, during and after the college studies, but training is essential for specific skill acquisition. In this sense, learning refers to a more comprehensive process that requires an individual’s active studying (Hornby & Turnbull, 2010; Postholm, 2012), while

training is associated more with inculcating certain principles and skills in teachers. the term learning, rather than training, has been endorsed by many researchers as it refers to a change in professional growth (Dagen & Bean, 2014; Rohlwing & Spelman, 2014).

The term development, which refers to a process of growth that results from creating something new (Hornby & Turnbull, 2010), is also viewed by Easton (2008) as something that is essentially done to teachers. Likewise, Webster-Wright (2010) suggests that professional development focuses on the delivery of content, and thus, teachers are considered passive recipients of knowledge. In addition, Mizell, Hord, Killion, and Hirsh (2011) suggest that in building teacher capacity, the use of

professional learning makes more sense because it “signals the importance of educators taking an active role in their continuous improvement” (p. 11). However, in line with sociocultural perspectives, learning is not restricted to circumstances, but rather occurs

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whenever there are interactions between individuals. In this study, therefore, the term PL refers to the knowledge and skills gained by practising teachers after their initial teacher education period.

2.5.2 Teacher learning and change

The concept of teacher professional learning is associated with the notion of transformations in knowledge, beliefs, attitudes and skills that occurs in conjunction with the process of knowing. Easton (2008) argues that teachers engage in PL in order to become more knowledgeable and thus experiences are often transformed in the learning process to achieve high-sustained performance. Although change in teacher learning has been viewed in diverse ways (Richards, 2008; Russ, Sherin, & Sherin, 2016), several models of teacher change show that it is usually associated with learning, growth and improvement in teacher professional practices (Nguyen, 2013; Voogt et al., 2015). In this regard, teacher change is generally regarded as an improvement. Fullan (1985) underscores the idea that “change at the individual level is a process whereby individuals (teachers) alter their ways of thinking and doing” (p. 396). Therefore, a well-

designed teacher PL focuses on changing teachers’ understandings and practices. For example, Sun, Looi, Wu, and Xie (2016) posit that teacher change is likely to occur if teachers are engaged in effective PL.

While change is considered an important component of teacher PL, literature shows that many teachers tend to resist new reforms (McDonald, 2011; M. Taylor, Yates, Meyer, & Kinsella, 2011). In his analysis of teachers’ widespread resistance to reform, Richards (2008) stresses that there are several personal and environmental factors that may impede teachers from applying new innovations when engaging in their PL. Since research has shown that teacher learning might be constrained by several factors, understanding the change process is crucial.

A few circumstances outlined by Fullan (1985) help to describe the conditions in which teacher change might occur. Fullan explains that “change takes place over time; the initial stages of any significant change always involve anxiety and uncertainty; ongoing technical assistance and psychological support are crucial; change involves learning new skills through practice and feedback…; and organisational conditions within the school” determine success of change (p. 396). These conditions indicate that teachers’

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shift of beliefs, attitudes and practices might be a gradual process that requires proper arrangements to support teachers to adapt to new experiences. Furthermore, for teachers to change traditional teaching methods or PL experiences they need to understand and practice new knowledge. In the same vein, Ahn (2016) commented that “transforming a school into a place of continuous inquiry is never an easy project because it takes not only structural changes but also cultural changes, including a fundamental shift in the habits of mind of teachers” (p. 83). Thus, it is interesting to note that teacher learning and change seem to be central to the transformation of the school learning culture. Initiating such change of teacher PL can either be chronological, following a linear path from shifting practices to beliefs and attitudes (Guskey, 2002), or it may be indirect as claimed by other scholars (Meirink, Meijer, & Verloop, 2007; Opfer & Pedder, 2011; Opfer, Pedder, & Lavicza, 2011). In summary, different strategies have to be employed to facilitate change during teacher PL.

When teachers engage in PL they not only change their classroom practices, but also improve knowledge and skills regarding ways for undertaking their PL. Indeed, teachers need to be able to transfer what they gain from PL into classroom teaching and assessment (Desimone, Porter, Garet, Yoon, & Birman, 2002; Krolak-Schwerdt, Glock, & Böhmer, 2014). As a result, improving teacher classroom practices is an increasingly important area of concern for researchers (Hardman et al., 2012; Hardman & Dachi, 2012). More specifically, tracing teachers’ path to change their PL practices and how to conduct their learning should be strongly emphasized (Bakkenes, Vermunt, & Wubbels, 2010; Borko, 2004; Putnam & Borko, 2000).

Knowing how teachers learn to engage in high standard PL is important. According to Cheng and Wu (2016), “studies of how teachers learn and develop are also essential to ensure sustainable teacher professional development” (p. 54). Recent research suggests that teachers can transform poor PL practices and gain competencies for improving students’ learning if they are assisted to carry out their PL (Hiebert & Stigler, 2017; McDonald, 2011). Therefore, it is important that change in PL is generally understood, by looking at different models of how teachers learn to teach and carry out their PL (K. E. Johnson, 2006). The section below presents models of teacher PL.

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