How Teachers Learn Best, An Ongoing Professional Development Model

This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. It provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.