A comparative case study of teacher professional learning in Alberta and England

Abstract

In many jurisdictions, policies aimed at improving educational processes and outcomes have focused on teacher professional learning. Yet, there is a gap in research concerning teachers’ understandings of their own professional learning as it is influenced by school improvement policies. Using an interpretivist approach, this case study of two schools in Alberta and England explored teachers’ understandings of their professional learning and the ways in which policy context interacted with these understandings. The findings suggested there is significant variability in the ways that teachers construct: 1) the notion of collaboration in working with others; 2) conceptualizations of teacher knowledge; and 3) the relationship of student learning to teacher professional learning. Additionally, findings indicated that teachers actively meditated their understandings of policy in their teaching practice, suggesting that policy context is one factor needing consideration in teacher professional learning research and policy development.