'Understanding teachers as learning professionals: research perspective.' University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009. This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies. It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.

1. GTC Scotland Conference 2009 Workshop: Understanding teachers as learning professionals: research perspectives AERS Learners, Learning and Teaching Network Project 2 Team University of Strathclyde, University of Aberdeen, University of Glasgow and University of Edinburgh.

3. Summary of Triple Lens Framework Sphere of action in which the learning takes place Dimensions : Formal/informal Planned/incidental 3. Quadrants of teacher learning Capacity for professional autonomy and transformative practice supported by the learning Continuum : Transmission/ transitional/ transformation 2. Analytical framework for CPD Domain of influence of professional learning Domains : Personal/ social/ occupational 1. Aspects of professional learning What is being categorised? Terms of categorisation Framework (Lens)

4. Lens 3 – Sphere of action (Fraser et al ., 2007) PLANNED INCIDENTAL INFORMAL FORMAL Chartered teacher module classes Education Authority courses In-school courses School development meetings Action Research Projects Joint forward planning Web-based networks Sharing professional experiences at assessment moderation meetings Incidental conversations at teacher network meetings Staffroom ‘chat’ ‘ Corridor culture’ Photocopier conversations

8. Teacher Survey: quantitative data Responses from four local authorities (N=1144 teachers) Analysis by Eleni Karagiannidou and Donald Christie

9. Sample 3.5 40 Other 3.8 44 Special 59.9 571 Secondary 42.7 489 Pre-school/Primary Percentage of sample No. of responses Type of school

11. Engagement in different forms of CPD

12. Engagement in different forms of CPD 0 1 1 19 80 Individual activity 0 1 1 16 82 Informal discussion/ support 10 69 4 7 10 Mentoring as mentee 7 59 5 14 16 Mentoring as mentor 3 22 13 42 21 Peer observation 1 9 7 40 43 Team teaching/collaboration N/A Never One-off Occasional Frequent Type of CPD (%)

13. Different forms of CPD: How beneficial? Percentage frequency (N=1144) 13 3 13 42 29 School/cluster working party or development gp. 1 2 18 51 27 School-based event or in-service session 8 1 11 44 36 External event e.g. conference, l.a. in-service Not/ applicable Not at all beneficial Of limited benefit Beneficial Highly beneficial Type of CPD

14. Different forms of CPD: How beneficial? Percentage frequency (N=1144) 76 3 2 6 13 Mentoring (as mentee) 65 2 3 15 15 Mentoring (as mentor) 26 1 7 30 36 Peer observation Not/ applicable Not at all beneficial Of limited benefit Beneficial Highly beneficial Type of CPD

15. Different forms of CPD: How beneficial? Percentage frequency (N=1144) 4 0 2 31 63 Individual activity 4 0 1 19 77 Support from/ informal discussion with colleagues 12 0 5 32 51 Team teaching/collabor-ative working Not/ applicable Not at all beneficial Of limited benefit Beneficial Highly beneficial Type of CPD

18. Teacher Survey: qualitative data Responses from two local authorities (N=198 teachers) Interim analysis by Lesley Reid & Chris Fraser

29. Task: sort examples on sheet into the four quadrants of teacher learning formal informal planned incidental 1 2 3 4