Teachers’ professional learning experiences and their engagement in reflective practice: a replication study

ABSTRACT

This study investigates the association between teachers’ exposure to different kinds of learning experiences and the degree to which they actively reflect on their teaching. We examine this association using data from 3 samples of teachers and schools in the United States. By examining multiple samples, we sought to strengthen the validity of our conclusions and understand whether and how the relationship between teachers’ engagement in reflection and their learning experiences varies across different kinds of work contexts. In all the 3 samples studied, we found that teachers engaged in reflective practice more often when they had more regular access to embedded learning opportunities which we define as collaborating with peers on instructional matters or working with instruction experts. This consistent result across all 3 samples suggests that embedded learning opportunities may provide a supportive context for teacher reflection across a range of settings.

KEYWORDS:

• Professional learning
• traditional forms of professional development
• embedded learning opportunities
• teacher reflection
• replication

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was funded by the Institute of Education Sciences, U.S. Department of Education [Grant numbers R305E040085 and R305A090316] and a grant from the Atlantic Philanthropies.

Notes on contributors

Eric M. Camburn

Eric M. Camburn is a Professor at the University of Wisconsin-Madison, Deputy Director of the Wisconsin Center for Education Research, and a Senior Research Specialist at the Consortium for Policy Research in Education. Camburn’s research involves two related lines of inquiry: (1) investigation of factors that support instructional improvement and (2) the improvement of survey methods in education research. Research in the first area has addressed how teachers’ learning opportunities affect their improvement efforts and how leadership can serve as a resource supporting instructional improvement.

Seong Won Han

Seong Won Han is an Assistant Professor of Educational Leadership and Policy at the University at Buffalo. Her research focuses on cross-national comparisons of education, gender inequality, and educational policy. Using large-scale international surveys and student achievement data, her cross-national comparative research investigates factors that are associated with students’ expectations for STEM occupations and the teaching profession in a wide range of nations. She also investigates the factors that support improvement of instruction and student outcomes in a wide range of nations, including the United States. Seong Won Han received the Thomas J. Alexander (TJA) Fellowship from the Organisation for Economic Co-operation and Development (OECD).