TY - JOUR
T1 - Teachers’ professional learning goals in relation to teaching experience
AU - Louws, Monika L.
AU - van Veen, Klaas
AU - Meirink, Jacobiene A.
AU - van Driel, Jan H.
PY - 2017/8/8
Y1 - 2017/8/8
N2 - In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.
AB - In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.
KW - Professional development
KW - school-based teacher education
KW - secondary school teachers
KW - teacher development
UR - http://www.scopus.com/inward/record.url?scp=85021298149&partnerID=8YFLogxK
U2 - 10.1080/02619768.2017.1342241
DO - 10.1080/02619768.2017.1342241
M3 - Article
AN - SCOPUS:85021298149
SN - 0261-9768
VL - 40
SP - 487
EP - 504
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 4
ER -