The Future of Education
Engaging Educators in Professional Learning
Christina Giddings, University of Florida (United States)
Carrie Perry, University of Florida (United States)
Stefanie McLeod, University of Florida (United States)
Rasheeda West, University of Florida (United States)
Abstract
In the past two years, our team has facilitated over 2,700 hours of in-person and virtual professional learning for more than 19,000 teachers. Using research, effective practices, and personal reflections, this session will guide participants through the process of planning and implementing professional
learning to increase teacher engagement. Presenters will share strategies to minimize disengagement and increase trust, relatability, and more immediate use of new learning. Participants will be able to distinguish between professional development and professional learning, and identify and apply
effective ways to engage teachers in professional learning using research-based practices and strategies provided in this session.
Keywords: Professional Learning, Teacher Engagement, Implementation
REFERENCES
[1] Bahare, A., Blenkinsopp, J., Fernandez de Arroyabe, J. et al. (2022). Work disengagement: A review of the literature. Human Resource Management Review, 32(2).
[2] Carpenter, J.P., Krutka, D.G. & Trust, T. (2002). Continuity and change in
educators’ professional learning networks. Journal of Educational Change 23, 85–113. https://doi.org/10.1007/s10833-020-09411-1
[3] Ferlazzo, L. (2023, October 4). What Do Educators Want from Professional Development? (Opinion). Education Week.
https://www.edweek.org/leadership/opinion-what-do-educators-want-fromprofessional-development/2023/10
[4] Khasawneh, Y. J. A., Alsarayreh, R., Al Ajlouni, A. et al. (2023). An Examination of Teacher Collaboration in Professional Learning Communities and Collaborative Teaching Practices. Journal of Education and e-Learning Research, 10(3), 446-452
[5] Masuda, A. M., Ebersole, M. M., & Barrett, D. (2013). A qualitative inquiry: Teachers' attitudes and willingness to engage in professional development experiences at different career stages. Delta Kappa Gamma Bulletin, 79(2), 6-14.
[6] Merriam, S. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. Vol. 89.
[7] Post, H. (2015). Teaching adults: What every trainer needs to know about adult learning styles. Institute on Aging.https://www.ioaging.org/wpcontent/
uploads/2015/03/teachingadults-whattrainersneedtoknow-sml.pdf.
Accessed 23 Nov. 2024
[8] Santagata, R., Villavicencio, A., Wegemer, C.M. et al. (2024). “I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic. Journal of Educational Change 23, 699–726. https://doi.org/10.1007/s10833-023-09491-9
[9] Zak, P. J. (2021, August 31). The Neuroscience of Trust. Harvard Business
Review. https://hbr.org/2017/01/the-neuroscience-of-trust
