Exploring the relation between teachers' perceptions of workplace conditions and their professional learning goals

Abstract

Schools’ structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers’ collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers’ learning. Not much is known, however, about how teachers’ perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers’ perceptions of cultural and structural workplace conditions were related with how they direct their o..