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Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive

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The Palgrave Handbook of Teacher Education Research

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Abstract

Building and sustaining teacher quality is more than an individual responsibility. This chapter builds upon but extends current understanding of the individual and organizational conditions for developing and sustaining teachers’ learning and development in context and over the course of their professional lives. From a social-ecological perspective and grounded in a synthesis of empirical research over the last two decades, the chapter revisits what we have learned from the literature about effective teacher professional development opportunities – with a view to explore why the human capital approach to teacher development has not worked as well as had been hoped, and how school organizations matter in supporting the professional development of teachers and their identity over time.

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  1. UCL Institute of Education, University College London, London, UK

    Qing Gu

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  1. Qing Gu
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Correspondence to Qing Gu .

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  1. Institute of Education, University College London, London, UK

    Qing Gu

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Gu, Q. (2023). Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_31-1

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  • DOI: https://doi.org/10.1007/978-3-030-59533-3_31-1

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