Understanding learning and professional development through the stories of experienced elementary teachers in a professional development school context

摘要

The purpose of this qualitative study is to explore the ways experienced teachers; working in a professional development school, understand their professional growth. This investigation uses a reputational case selection of two experienced teachers who agreed to participate in multiple in-depth interviews. The methodology in this study is informed through a phenomenological based perspective and follows a pattern of three ninety-minute interviews: historical, current involvement with the phenomena under study, and meaning making across the first two interviews. This theoretical base is particularly useful when attempting to understand the meaning participants make of their experiences. Using these lenses, the professional development activities and the insights of two participants (Rick and Maggie) were gleaned from their reported experiences. In turn, their experiences were described, analyzed, and interpreted through the generation of narrative profiles and themes. Data, collected through the audiotape recording of each of the interviews was transcribed into written transcripts in order to facilitate analyses; undertaken through multiple readings, identification of categories, and interpretation at three levels: description, analysis, and interpretation. Theoretical/conceptual and source triangulation were used to ensure dependability and consistency.;The thorough review of data resulted in narrative profiles, telling the story of each participant through the verbatim use of his/her words taken from across the three interviews. Within each participant's story three themes emerged. For Rick data analysis yielded three themes that were labeled, Pragmatic World View, Challenge and Change, and Learning through Collaboration. For Maggie, the analysis resulted in three themes labeled, Teaching as Identity, Teaching as Wondering and Innovating, and Learning through Collaboration.;A look across the participants yielded three broader themes in which there are similarities as well as differences in the meaning each made of their professional growth and the ways each theme played out in their respective practice. The three cross-participant themes are: Reflection, Collaboration, and Inquiry Stance. These themes proved critical to the professional growth of each participant and hold implications for the both professional development and profession al development schools. While there are many perspectives on one or a combination of the three processes (reflection, collaboration, and inquiry) the confluence of the three found in this professional development school seemed to result in a synergistic effect for Rick and Maggie. Additionally, their participation in the PDS resulted in additional professional development opportunities being made available to them beyond the offerings in their schools. In at least one of the two cases, this resulted in a change of direction for her professional growth. Finally, there appeared that both participants were adopting an ongoing inquiry stance, problematizing their practice, generating knowledge as well as consuming knowledge, and challenging knowledge generated by others.