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Book Review: Rethinking Teacher Professional Development Designing and Researching How Teachers Learn
Abstract
The global education system is experiencing significant transformations, with societies now realising that teachers are not only the ‘variable’ that needs to be changed to improve the education system but also the most significant change agent in the reform. This emphasises the importance of teacher professional development (Villegas-Reimers, 2003). As agents and targets of change, teachers face increasing challenges that demand continuous enhancement of skills and knowledge due to technological advancements, curriculum updates, and evolving teaching methodologies (Borko et al., 2010; Lawless & Pellegrino, 2007). Research highlights that teaching quality profoundly affects student outcomes, making ongoing teacher development essential to improving global educational quality (Guskey, 2002; Hammond et al., 2017). In this context, the book, Rethinking teacher professional development: Designing and researching how teachers learn by Donald Freeman, challenges traditional paradigms by introducing a socio-material and sensemaking framework, offering valuable insights for designing more effective professional development strategies.
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Global
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Adobe PDF, 237.72 KB
Date
2025-11-18
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Commonwealth of Learning (COL)