Not a one-shot deal: Generative professional development among experienced teachers

This study examines two experienced teachers’ transformations and sense of agency as they implemented a writer’s workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including communities of practice ( Lave & Wenger, 1991), teacher identities in figured worlds ( Holland, Lachicotte, Skinner, & Cain, 1998), and the ethic of care ( Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals.

► Generative professional development reflects an organic and individualized process.
► Teachers were valued as knowledgeable professionals.
► Teachers’ professional identities shifted because of care, relevance and empowerment.
► Teachers were viewed as trustworthy learners and they saw students in a similar vein.