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dc.contributor.advisorLevinson, Meiraen_US
dc.contributor.authorNoonan, Jamesen_US
dc.date.accessioned2018-04-27T14:45:43Z
dc.date.created2016-11en_US
dc.date.issued2016-10-13en_US
dc.date.submitted2016en_US
dc.identifier.citationNoonan, James. 2016. Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development. Doctoral dissertation, Harvard Graduate School of Education.en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:36524832
dc.description.abstractProfessional development (PD) is seen by a broad cross-section of stakeholders — teachers, principals, policymakers — as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD’s effectiveness remain uneven. In this thesis, I focus in-depth on professional development experiences that teachers identify as their most powerful and ask what these experiences could suggest toward improving PD design, policy, and research. Specifically, drawing on 25 in-depth accounts of powerful professional learning, I analyze PD across three papers, each of which applies a distinct analytical lens. First, using self-determination theory (Deci and Ryan, 1985, 2000), I explore the extent to which powerful learning experiences help to satisfy the three basic psychological needs of autonomy, competence, and relatedness. Second, using the growing body literature on professional identity (e.g., Beijaard et al., 2004), I posit that teachers may be motivated to pursue professional learning experiences that align with their core beliefs and identity. Extending this literature, I elaborate three distinct conceptions of how identity interacts with PD: an affinity for the what (content), the who (facilitation), and the with whom (community). I similarly discuss ways that powerful learning may help to form or transform teacher identity. Third, observing a pattern in the data and drawing on emerging literature on teacher agency (e.g., Priestley et al., 2015), I define teacher agency in professional learning as a multi-dimensional construct – agency over, during, and emerging from PD – and analyze the extent to which each dimension was evident in powerful and contrastingly negative professional learning experiences. I conclude that increasing dimensions of agency may be a promising lever for improving professional learning at both an individual and system level.Finally, by privileging teachers’ unique perspectives and emphasizing the deeply subjective nature of learning, this thesis aims both to complement and complicate the existing research on PD design and effectiveness and the policy imperative for scale.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dash.licenseLAAen_US
dc.subjectEducation, Teacher Trainingen_US
dc.subjectEducation, Curriculum and Instructionen_US
dc.subjectEducation, Generalen_US
dc.titleTeachers Learning: Engagement, Identity, and Agency in Powerful Professional Developmenten_US
dc.typeThesis or Dissertationen_US
dash.depositing.authorNoonan, Jamesen_US
dc.date.available2018-04-27T14:45:43Z
thesis.degree.date2016en_US
thesis.degree.grantorHarvard Graduate School of Educationen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (Ed.D.)en_US
dc.contributor.committeeMemberGardner, Howarden_US
dc.contributor.committeeMemberMehta, Jalen_US
dc.type.materialtexten_US
dash.identifier.vireohttp://etds.lib.harvard.edu/gse/admin/view/134en_US
dc.description.keywordsprofessional development; professional identity; engagement; motivation; teaching; learning; agencyen_US
dash.author.emailjmn772@mail.harvard.eduen_US
dash.identifier.orcid0000-0002-1517-5079en_US
dash.contributor.affiliatedNoonan, James
dc.identifier.orcid0000-0002-1517-5079


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