A comparative case study of teacher professional learning in Alberta and England

  • Author / Creator
    Viczko, Melody
  • In many jurisdictions, policies aimed at improving educational processes and outcomes have focused on teacher professional learning. Yet, there is a gap in research concerning teachers’ understandings of their own professional learning as it is influenced by school improvement policies. Using an interpretivist approach, this case study of two schools in Alberta and England explored teachers’ understandings of their professional learning and the ways in which policy context interacted with these understandings. The findings suggested there is significant variability in the ways that teachers construct: 1) the notion of collaboration in working with others; 2) conceptualizations of teacher knowledge; and 3) the relationship of student learning to teacher professional learning. Additionally, findings indicated that teachers actively meditated their understandings of policy in their teaching practice, suggesting that policy context is one factor needing consideration in teacher professional learning research and policy development.

  • Subjects / Keywords
  • Graduation date
    Fall 2009
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.