Teacher development and learner‐centered theory

Abstract

This multi‐layered qualitative study explored a learner‐centered curriculum intervention designed to support constructivist learning with practicing PK–12 teachers in a United States university Masters degree program. Research questions that guided faculty inquiry were: 1) How do practicing teachers understand the principles of learner‐centered theory from the perspectives of ‘reading about a theory’ in the textbook, to ‘theory as learners’ in our university classroom, and ‘applying the theory’ as teachers of their peers, and 2) In what ways do teachers think about applying theory in their own classroom? Electronic class reflections, journal narratives, teacher proposals and materials all served as data sources. Teachers reported on the benefits of choice, and gained confidence and ownership of their learning. Teachers valued dialogue with peers as a way to challenge assumptions, glean new insights and gain practical relevant materials related to their areas of personal and professional interest. The complexities of sharing power at the university level convey the practice of transferring theory into practice and the power of trusting teachers to own their learning and professional growth.

Keywords:

• learner‐centered theory
• professional development
• teacher empowerment
• power distribution

Acknowledgements

Thanks to my colleagues Karen Weller and Leo Rigsby with whom I worked to create the curriculum described here and for their support for my work to develop this paper.