2018/08/10 by James Noonan
Social Sciences · #Collaborative Teaching and Inclusion #Innovative Education and Learning Practices #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487118788838
crossref issued 2018/08/10 · crossref published 2018/08/10 · crossref published-online 2018/08/10 · openalex publication_date 2018/08/10 · crossref created 2018/08/10 · crossref published-print 2019/11/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/07/28 · crossref indexed 2026/07/28
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.