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Teacher Professional Learning and Teacher Self-Efficacy: A Case Study
Providing teachers with high quality teacher professional learning can positively impact student learning outcomes (Borko, 2004; Darling-Hammond, Wei, Andree & Richardson, 2009; Desimone, 2009; Jaquith, Mindich, Wei, & Darling- Hammond, 2010; Timperley & Alton-Lee, 2008). In the United States, teachers participate in formal professional learning workshops, work groups, mentoring, and numerous other formal and informal learning experiences to gain knowledge through learning experiences designed to bring about change in teaching practice, teachers’ attitudes and beliefs, and student learning (Guskey, 2002). In California, The California Standards for the Teaching Profession (CSTP) provide the framework for instruction and the Quality Professional Learning Standards provide the framework for professional learning. The Local Control Accountability Plan (LCAP) provides the structure and guidelines for teacher professional learning within each public-school district. This case study sought to illuminate how one school district implemented professional learning according to their LCAP, investigated teacher professional learning from the perspective of teachers and professional learning facilitators, and investigated a possible relationship between teacher professional learning and teacher self-efficacy. Through document review, interviews, and written response questions, this researcher concluded professional learning within the LCAP structure can support teacher professional learning in meaningful ways, professional learning occurs along a continuum, and professional learning can positively impact teacher self-efficacy. Key words: professional learning, professional development, self-efficacy, andragogy, heutagogy.
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