Building technology-based, learner-centered classrooms: The evolution of a professional development framework

This study examined issues in supporting middle-school teachers to become more learner centered when implementing computer-based, workplace simulations in their classrooms. Specifically, this report focuses on a participant observation study of two teachers to develop and evolve a framework for professional development. The framework was developed based on prior professional development efforts, information on developing learner-centered classrooms, and data about teacher change. The framework included five key pieces: (a) reflection, (b) proximal goals, (c) collegial support groups, (d) one-on-one feedback, and (e) support materials for the teachers. The foundation for the framework was a belief that change is individual and needs to be supported in context and over time.