Democratizing the process of teacher professional development




Zanin, Anthony John

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Professional development is typically viewed by teachers in a negative way because of the impression of its inability to meet the actual needs of a teacher and its inability to have an immediate, direct impact on their instruction. The purpose of this work is to review the ways in which researchers have studied teacher knowledge and apply the theories developed in a manner that calls for and allows for a shift in how teacher knowledge is created to all stake holders involved. Examining teacher knowledge and the creation and implementation of professional development through a deliberative democratic framework (Gutmann & Thompson, 2004) may help to explain ways in which teachers can partake in the ownership of their own knowledge creation, which can have greater benefit within their own classrooms.


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