Fostering professional responsibility through high-quality professional learning opportunities

Abstract

ABSTRACT This study builds on another project focused on primary grade teachers’ integration of technology (screencasting). Original findings showed that participating teachers changed their practices to better align with research-based practices in early mathematics teaching. Two years later, the authors returned to the district to work with teachers from the initial study. Teachers referenced the effect of the original study’s professional development on their current practices. Here, the authors describe how they implemented a grounded theory approach to show how the project’s professional learning opportunities supported the teachers in developing professional responsibility, a code of ethics that allows them to teach in a manner aligned with their values. They describe how the teachers demonstrated a new conception of their role of teacher, a growing sense of autonomy and curricular control, and a recognition that their work helped students. They also began to take on leadership roles in their schools, district, and state.