Professional development has become the panacea of 1990s reform efforts. However,
our understanding of the breadth, depth, and nature of teacher learning experiences
remains limited. Using an embedded case study design, this article examines the factors that motivate teachers to engage in development activities, the ways they experience professional
learning, and most important, how work context influences their learning experiences. The author suggests that a complex nesting of work contexts limits the types of
learning activities, and hence knowledge, available to teachers. Finally, steps that school leaders and education policy makers can take to broaden and enhance professionaL
learning opportunities are discussed. |