This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning. The chapter seeks to provide a broad view of how we think about teaching and teacher learning and to examine our underlying assumptions both about teaching and about how PD is expected to improve teaching. With respect to program effectiveness, the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about how teacher learning occurs and when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.

中文翻译：

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我们如何了解教师学习

本章考察了对专业发展或 PD 的研究，特别关注关于教学性质和教师学习性质的基本假设。它根据他们对教师需要学习什么的假设来检查 PD 计划，并根据他们希望如何以及何时看到教师学习的证据来检查 PD 研究。本章旨在提供一个关于我们如何看待教学和教师学习的广泛观点，并检查我们关于教学和期望 PD 如何改进教学的基本假设。关于计划的有效性，本章提出了有效的 PD 计划可以复制到什么程度的问题；关于我们的研究设计，它提出了以下问题：教师学习是如何发生的，以及我们应该在何时以及如何预期项目对教师实践的影响。本章还对未来的研究设计提出了一些建议。