Citation

Teachers’ workplace learning within school cultures in the United States and Lithuania: An international comparison to inform educational policy

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The purpose of this study is to explore ways in which an international comparison of patterns in teachers’ workplace informal professional learning informs educational research and policy that aims at improving teachers’ professional growth. By questioning how teachers learn on-the-job to be better professionals and how school cultures position them as learners, this work generates hypotheses about relationships between the nature of workplace informal professional learning and its content and contexts. An ethnographic design based upon a grounded theory generates analytic categories from interviews and field notes through comparison of learning environments in three schools in two countries—Lithuania and the United States. Discourse analysis is employed to understand how teachers learned through interaction with students, colleagues, and administrators. The findings illuminate six facets of school culture that provide or fail to provide opportunities for informal teacher learning: architectural features of a school building; school mission statements; classroom environments; organizational arrangements; school traditions, and teachers’ professional relationships. The implications underline that teachers, teacher educators and educational administrators could enhance teachers’ professional learning by contributing to building and sustaining the opportunities necessary to maintain professional growth at teachers’ work places.

Author's Keywords:

Teacher workplace learning, school cultures in Lithuania and the United States.
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Association:
Name: 53rd Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p302754_index.html
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MLA Citation:

Jurasaite-Harbison, Elena. "Teachers’ workplace learning within school cultures in the United States and Lithuania: An international comparison to inform educational policy" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, Mar 21, 2009 <Not Available>. 2014-11-30 <http://citation.allacademic.com/meta/p302754_index.html>

APA Citation:

Jurasaite-Harbison, E. , 2009-03-21 "Teachers’ workplace learning within school cultures in the United States and Lithuania: An international comparison to inform educational policy" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina <Not Available>. 2014-11-30 from http://citation.allacademic.com/meta/p302754_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study is to explore ways in which an international comparison of patterns in teachers’ workplace informal professional learning informs educational research and policy that aims at improving teachers’ professional growth. By questioning how teachers learn on-the-job to be better professionals and how school cultures position them as learners, this work generates hypotheses about relationships between the nature of workplace informal professional learning and its content and contexts. An ethnographic design based upon a grounded theory generates analytic categories from interviews and field notes through comparison of learning environments in three schools in two countries—Lithuania and the United States. Discourse analysis is employed to understand how teachers learned through interaction with students, colleagues, and administrators. The findings illuminate six facets of school culture that provide or fail to provide opportunities for informal teacher learning: architectural features of a school building; school mission statements; classroom environments; organizational arrangements; school traditions, and teachers’ professional relationships. The implications underline that teachers, teacher educators and educational administrators could enhance teachers’ professional learning by contributing to building and sustaining the opportunities necessary to maintain professional growth at teachers’ work places.


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