Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice

BOYLAN, Mark, COLDWELL, Michael, MAXWELL, Bronwen and JORDAN, Julie (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education.

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Official URL: http://www.tandfonline.com/doi/abs/10.1080/1941525...
Link to published version:: https://doi.org/10.1080/19415257.2017.1306789
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    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, Desimone and 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.

    Item Type: Article
    Uncontrolled Keywords: Professional development; professional learning; models of professional learning; evaluation methodology
    Departments - Does NOT include content added after October 2018: Faculty of Social Sciences and Humanities > Department of Teacher Education
    Identification Number: https://doi.org/10.1080/19415257.2017.1306789
    Depositing User: Mark Boylan
    Date Deposited: 23 Feb 2017 15:13
    Last Modified: 18 Mar 2021 07:18
    URI: http://shura.shu.ac.uk/id/eprint/15251

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