Dissonance between teachers’ beliefs and practice … and what that might cause

I was reading an edited collection over the weekend (Teachers Learning: Professional Development and Education, McLaughlin, 2012) and a connected pair of papers particularly struck a chord. Authored by Darlene Opfer and David Pedder, they discuss observations arising from the large-scale State of the Nation review of teacher CPD, and in which they explore teachers’ likelihood of change as a consequence of their orientation to learning. In particular, whether dissonance between teachers’ values and beliefs, and their experience and practice acts to stimulate or repress the need to undertake professional learning. This was precipitated by the observation that, though we know quite well now those features associated with effective professional development, we still find occasions where even when those features are present, some people don’t learn, yet at other times, in absence of those features some people still learn.

Read More »