Teachers' Views of the Effectiveness of Sources of Learning to Teach

Abstract

This article reports the results of analyses of data from a national survey of teachers regarding their views on the effectiveness of different sources of learning to teach. It examines differences in teachers' views according to grade level taught and school setting. The findings are discussed with respect to developing and enhancing sources of teacher learning. This discussion focuses on the knowledge demands of practicing teachers, the types and forms of knowledge that are likely to be conveyed by different learning sources, and the importance of the organizational proximity of learning sources to teachers' work in classrooms. Overall, the findings suggest important relationships between new knowledge and the contexts of teachers' classrooms and between learning and practice.