Experienced teachers’ orientation toward professional learning

Abstract

Many studies emphasized the importance of teachers’ professional learning in our educational systems and investigated that the success of educational spending hinges on their performance. Striking is experienced teachers’ professional learning, since previous research described difficulties experienced teacher have in sustaining their motivation to learn and develop. Using the methodology of a comparative case study and using a cross-case analysis, this study presents seven orientations of experienced teachers toward professional learning in Dutch primary education, by taking their current career stage into account. Examining eight overarching themes and patterns led to a richer and more comprehensive understanding of experienced teachers’ professional learning, the difficulties they face and the needs they have. Viewing the possibilities and needs of these experienced teachers in professional learning rather than their difficulties and imperfections can enrich experienced teachers’ sustaining of motivation to learn and develop.