Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
Introduction: The three meanings of Learning4Teaching
PART I: Designing and researching teacher professional development
1. How conventional thinking has led to a “calculus” of teacher professional development
Conventional thinking: Professional development as a process of deficit and repair
Rethinking the professional development enterprise and structure of the book
Sensemaking
Conventional thinking and Poincaré’s observation about measurement
Conventional thinking: Professional development as a process of repairing problems
How has teacher professional development been defined?
Guskey’s diagram and the definitional features of professional development
Professional development as a “calculus”
Professional development as the organization of teacher learning
2. Knowing-into-doing: Mapping the organization of teacher professional development
The premise of knowing-into-doing and the future-orientation of professional development
A very brief history of the knowing-into-doing premise in teacher education
Professional development as repairing classroom problems
Mapping teacher professional development: Content, topic, and delivery
Two approaches: Top-down and teacher-led
Summarizing knowing-into-doing
3. How teacher learning became recognized as a form of learning
Teacher “learning” and the metaphor of “not seeing the forest for the trees”
Teacher and student learning as an “imagined conditional”
The first forest—Teacher learning as behavior
The next forest—Teacher learning as a cognitive-constructivist process
The current forest—Teacher learning as situated practice
Summarizing how changing boundaries have (re)defined the “forest”
A new forest—Assemblages
Teacher learning and the “forest for the trees”
4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery
Researching as an assemblage—Focus, means of study, explanation premises
The social geography of explanations and “the teachers who are not in the room”
Causality and anticipatory time and place
What is the Focus in researching professional development?
What the Means of Study contributes to researching professional development
What Explanations do in researching professional development
Reversing the social geography: Studying teacher professional learning from the inside out
PART II: Learning4Teaching
Part II Preamble: Learning4Teaching: The Project and its ideas
The Learning4Teaching Project—Its logic model and research design
The Learning4Teaching Project data
The context of English language teaching
The chapters in Part II
5. Availability and access to professional development: How teacher participation is shaped
Framing the problem
Conventional explanations
Alternative ideas: Availability, access, and cultures of professional development
Documenting alternative ideas
Repercussions and extensions
6. (mis)Alignment in professional development
Framing the problem
Conventional explanations
Alternative ideas: (mis)Alignment
Documenting the alternative ideas
Repercussions and extensions
7. Uptake, usefulness, and use: How professional development moves into teaching
Framing the problem
Conventional explanations
Alternative ideas—Uptake, usefulness, and use
Documenting alternative ideas
Repercussions and extensions
8. Naming and learning content in professional development: The currency of social facts
Framing the problem
Conventional explanations
Alternative ideas: Social facts as content and currency of belonging
Documenting alternative ideas
Repercussions and extensions
PART III: Rethinking the Learning4Teaching argument
9. Learning4Teaching: Researching teacher professional learning at scale
Outcomes-oriented versus interpretive: A methodological or epistemological debate?
The dynamic of researching professional development
Four “learnings” from the Learning4Teaching Project
First learning: Designing a focus of study as single or compound
Second learning: Creating data from first- and second-order information
Third learning: Collecting data that recognizes the particular in the systemic
Fourth learning: Analyzing data for meaningful patterns at scale
10. Rethinking professional development: The argument for Learning4Teaching
Main idea #1: Learning4Teaching and researching as an assemblage
Main idea #2: Learning4Teaching and the conventional calculus
Main idea #3: Learning4Teaching and the imagined conditional
Summarizing the Learning4Teaching ideas
Rethinking teacher professional development—Ideas meet procedures
Index