Investigating teachers’ professional learning in an advanced Master’s degree programme

Abstract

This study examined how multiple measures can be used to study experienced teachers’ learning. The study was conducted in an advanced Master’s degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers’ professional learning. Results of the study indicated that multiple measures can be used to examine a programme’s effects on teacher learning; prompted reflections can provide evidence of a programme’s influence on teacher thinking; and programme structure and content are important elements to consider when designing and assessing programmes for experienced teachers. This study also addresses how building a programme around measurable outcomes and then examining the results through multiple measures is an important link in understanding teacher learning.