Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School
Keywords:
teacher learning, inquiry-as-stance, practiceAbstract
Teachers’ professional learning (TPL) involves a stance of inquiry, with particular habits of mind and ways of being as educators. To explore this premise, our study focused on the experiences of two teachers implementing a curricular innovation, project-based learning, in their classes. We used a phenomenological approach to capture the essence of TPL through the voices and narratives of teachers engaged in this process. Data from interviews and observations was analysed, leading to the development of concepts associated with TPL: collaboration, learning from professional development workshops, a learning mindset, shifts in practice, and liberation. These concepts helped to clarify inquiry as a stance in teacher learning. Our research has implications for teachers’ professional development and for teacher education.
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