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Promoting in-service teachers’ continuous professional learning is indispensable to educational reforms that demand knowledge acquisition and practice innovation. Addressing this issue, this mixed-method study examined the relationship between teachers’ professional selves and continuous professional learning. Two hundred and nighty-one practicing teachers completed a questionnaire that assessed their current and future professional selves, learning motives, strategy use, self-efficacy, control beliefs, learning interests and intentions. Cluster analyses found that strongly-committed teachers who held strong professional selves had the most engaged patterns of learning followed by teachers who had moderate and weak levels of professional selves. Study two was a follow-up interview study with eight selected teachers who held contrasting professional selves. Strongly-committed teachers discussed their hoped-for selves while weakly-committed teachers expressed concerns about heavy workload and the selves that they feared. These two groups of interviewees differed in the strategies they employed to complete course assignments.


Institute for Learning Sciences and Teacher Education

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Journal Article

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