Theories of Professional Learning

An essential guide to important theories of professional learning for teacher educators, of particular value to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. 

An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership.  Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.

1. Introduction – an overview of recent development of theories of professional learning

2. Experiential Learning - Kolb

3. The Reflective Practitioner - Argyris and Schon

4. Pedagogical Content Knowledge - Shulman

5. Professional Knowledge and Competence - Eraut

6. Communities of Practice - Lave and Wenger

7. Cultural Historical Activity Theory - Engestrom

8. Conclusion