The Role of Teachers' Orientation to Learning in Professional Development and Change

A National Study of Teachers in England

Published in: Teaching and Teacher Education. v. 27, no. 2, Feb. 2011, p. 443-453

Posted on on February 01, 2011

by V. Darleen Opfer, David J. Pedder, Zsolt Lavicza

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Access further information on this document at Teaching and Teacher Education. v. 27

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This paper uses results from a national survey of teachers in England to test a hypothesised model of teacher orientation to learning (consisting of beliefs, practice and experiences about learning) and its relationship to teacher learning change. Results from a structural equation modeling process of 1126 teacher survey responses show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence, via path analysis, on teacher learning change defined as a composite outcome of change in beliefs, practices and students.

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