The effectiveness of instruction is an important influence in the quality of post-secondary education (Biggs & Tang, 2011, Madden, 2014). More sophisticated approaches to instruction, involve changes in thinking and in practice (Ramsden, 2003). Research confirms that teacher learning involves reciprocal interaction between the individual and the environment (Pickering, 2006). The research study described in this presentation sought to better understand the learning process related to development in teaching.
The study is grounded in a socio-cultural orientation to teacher professional learning and uses a phenomenological research method to explore how mid-career college teachers experience development in practice (Boelryk, 2014). Billett’s (2002) sociocultural theory of co-participation is the theoretical lens because it places equal importance on the individual and social dimensions of workplace learning. Descriptive phenomenological research (Giorgi, 2009) enabled investigation of this complex human phenomenon. Such research is grounded in the philosophical belief that through analysis of individually lived experiences, a universal structure of a phenomenon can be uncovered. This research method is relatively uncommon in studies on teacher professional learning.
The findings of this doctoral research study resulted in a multi-phased, socio-cultural model of teacher professional learning (Boelryk, 2014). This model is made up of unique interrelated individual, social, and contextual elements for four distinct phases in the learning process related to development in teaching practice– a catalyst phase, an idea development phase, an implementation phase, and an outcomes phase.
As the social context of education continuously changes, it is increasingly important to understand the faculty professional learning process related to the development of teaching practice using research approaches that acknowledge the interrelated elements of this process (Bamber, et al., 2009). Conceive of development in teaching practice in this way creates an environment that empowers teachers in the change process.
