Teachers' professional learning goals in relation to teaching experience

• Published in: European journal of teacher education Vol. 40; no. 4; pp. 487 - 504
• Main Authors: Louws, Monika L., van Veen, Klaas, Meirink, Jacobiene A., van Driel, Jan H.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 08.08.2017; Taylor & Francis Ltd
• Subjects: Correlation; Curricula; Curriculum Development; Faculty Development; Foreign Countries; Goal Orientation; Instructional Innovation; Learning Processes; Professional development; school-based teacher education; Secondary School Teachers; Semi Structured Interviews; Statistical Analysis; Teacher Attitudes; teacher development; Teaching; Teaching Experience; Teaching Methods; Netherlands
• ISSN: 0261-9768; 1469-5928
• DOI: 10.1080/02619768.2017.1342241

In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers' continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.