This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.
Transforming Schools: The Power of Teachers’ Input in Professional Development
