The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England

This paper uses results from a national survey of teachers in England to test a hypothesised model of teacher orientation to learning (consisting of beliefs, practice and experiences about learning) and its relationship to teacher learning change. Results from a structural equation modeling process of 1126 teacher survey responses show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence, via path analysis, on teacher learning change defined as a composite outcome of change in beliefs, practices and students.

Research highlights
► Teachers bring an internal, external and collaborative orientation to their professional learning.
► The beliefs and practices associated with teachers’ orientations to learning are shown to have a moderate influence on teacher learning change.
► Teacher learning change is best defined as a composite outcome of change in beliefs, practices and students.