Learning through others : connecting research to professional learning
department or school: Education, Faculty of
department or school: Education, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Hadden, Kyla Stacy
issued: 2018-12-18T18:18:56Z
issued: 2018
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Research shows that collaborative professional development, when driven by teacher interest and needs, may be the key to quality professional learning. However, many professional development activities offer little connection to teachers’ individual contexts and fail to offer time for engaging with research and resources, or for collaboration and reflection. The single workshop model often consists of experts telling teachers what the current research says and how it should be implemented in the classroom. These forms of professional development follow a training model and do not encourage transformational learning that “increases our cognitive, affective, interpersonal capacities so we are better able to manage the complexities of leading, teaching, learning and living” (Drago-Severson & Blum-DeStefano, 2014, p. 120). This study explored how a small group of teachers learned in a resource rich, collaborative inquiry driven by their own needs and interests. In this study, eight teachers participated in yearlong collaborative inquiry centered on the renewed curriculum in British Columbia. Through their voices, this study sought to gain insight into how this group of teachers interacted with educational research and resources as part of their professional learning and how this learning impacted both teacher learning and classroom practice. With this new knowledge, this study contributes to teacher professional development literature related to transformative professional learning for teachers.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/68090
note: ©Kyla Stacy Hadden, 2018 Learning Through Others: Connecting Research to Professional Learning by Kyla Stacy Hadden B.Ed., University of Victoria, 2001 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in The College of Graduate Studies (Education) The University of British Columbia (Okanagan) December 2018 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: Learning Through Others: Connecting Research to Professional Learning submitted by Kyla Stacy Hadden in partial fulfillment of the requirements of the degree of Master of Arts . Dr. Leyton Schnellert, Okanagan School of Education Supervisor Dr. Sabre Cherkowski, Okanagan School of Education Supervisory Committee Member Dr. Deborah L. Butler, Education and Counselling Psychology and Special Education Supervisory Committee Member Dr. Jon Corbett, Community, Culture and Global Studies University Examiner iii Abstract Research shows that collaborative professional development, when driven by teacher interest and needs, may be the key to quality professional learning. However, many professional development activities offer little connection to teachers’ individual contexts and fail to offer time for engaging with research and resources, or for collaboration and reflection. The single workshop model often consists of experts telling teachers what the current research says and how it should be implemented in the classroom. These forms of professional development follow a training model and do not encourage transformational learning that “increases our cognitive, affective, interpersonal capacities so we are better able to manage the complexities of leading, teaching, learning and living” (Drago-Severson & Blum-DeStefano, 2014, p. 120). This study explored how a small group of teachers learned in a resource rich, collaborative inquiry driven by their own needs and interests.…
has type: Thesis/Dissertation
date issued: 2019-02
is shown at: 10.14288/1.0375760
language: eng
degree discipline: Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/68090