Teacher professional development: A sociological study of senior educators' PD priorities in Ontario

Ian Hardy

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    This study investigated senior educators' viewpoints on teacher professional development (PD).To examine the nature and source of participants' perspectives, the study employed Bourdieu's notion of practice as socially constituted and contested. Interviews were conducted in southern Ontario with 24 senior Ministry officials, principals, and academics. Participants' current and prior experiences predisposed them to support profession'driven PD, as well as PD for systemic accountability purposes. The study suggests PD policy directives for provincial foci should (a)incorporate approaches that begin with teachers' existing knowledge and understanding, (b)address specific school circum' stances, and (c) be cognizant of broader conceptions of students'needs.
    Original languageEnglish
    Pages (from-to)509-532
    Number of pages24
    JournalCanadian Journal of Education
    Volume32
    Issue number3
    Publication statusPublished - 2009

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