Contact

Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

Our Research Catalogue contains grants and outputs data up to the end of April 2014. Records will no longer be updated after this date.

Learning How to Learn - In Classrooms, Schools and Networks

Grant reference: L139251020-A

« View grant details

Journal article details

Profiling teachers' professional learning practices and values : differences between and within schools
This article reports findings from a survey of the values and perceived practices of 1212 members of staff in 32 schools in England participating in the 'Learning How to Learn' (LHTL) project in relation to teachers' professional learning. Through factor analysis four underlying dimensions of teachers' learning practices were developed. These dimensions appear to reflect a demarcation between teachers' in-class and out-of-class learning. Overall, practices and values for teachers' classroom contextualized learning were lower than for out-of-class learning. Through cluster analysis teachers were grouped according to their reported levels of practice on the four dimensions of teachers' learning. Five distinctive clusters of teachers were identified, each cluster with a distinctive teacher learning profile. The main findings are that there are systematic differences between schools in terms of the mix of their teachers' learning profiles. There are also important differences between staff working in primary and secondary schools. In addition, there are significant differences within school between senior and middle managers, teachers with little or no managerial responsibility and support staff, and between secondary teachers of different subjects. This diversity of teachers' learning underpins the need for schools to develop more differentiated strategies for supporting continuous learning among different groups of staff.
Original Document
10.1080/09585170701589801
English

Primary contributor

Author David Pedder

Additional details

18
3
Yes
0958-5176
Routledge, Taylor & Francis Group
01 September 2007
231-252
Abingdon
Post-print
Curriculum journal

Cite this outcome

Harvard

Pedder, David (2007) Profiling teachers' professional learning practices and values : differences between and within schools. Curriculum journal. 18 (3), pp. 231-252 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Pedder David. Profiling teachers' professional learning practices and values : differences between and within schools. Curriculum journal 2007; 18 (3): 231-252.