Concept

Professional Learning

Ongoing learning related to teachers' knowledge, practice, roles, and working conditions.

Overview

Ongoing learning related to teachers' knowledge, practice, roles, and working conditions.

Meanings Across Theories

Teacher Professional Development TheoryCore concept source: It differs from Communities of Practice because learning may be organised through multiple models and contexts, not only participation in a community of practice.

Observable Research Manifestations

Learning opportunities, changed practices, mediating conditions, and counterexamples may be examined.

Common Misuse

Treating attendance, satisfaction, or one workshop as evidence of development or learner outcomes.

Related scholars

Christopher Day — Related source author in the Teacher Professional Development entry.

Sources & verification

VerifiedThe linked record provides the source-specific vocabulary and bibliographic anchor for this concept page. — Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
Editorially ReviewedThe definition, cross-theory distinction, related-entity explanation, and misuse warning are Syntag editorial synthesis, not a quotation or universal consensus.
Research GuidanceObservable research manifestations are study-dependent options, not a measurement recipe or automatic inference.

Content is for informational purposes only and does not constitute professional academic advice.