Adult Learning, Professional Learning, Teacher Development


This study documents and interprets teachers’ experience in a two-year professional development provincial initiative called Changing Results for Young Readers in western Canada. The interviews of a group of teachers in a rural school district were examined in order to understand how the participants’ learning experiences were connected to adult learning theory. Themes emerged in teachers’ changes of assumptions, expectations, values, and beliefs about their identity as a teacher. These findings have implications for understanding how professional development opportunities can be structured and facilitated to support the complex role of a teacher.



Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier




To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.