The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England

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A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “This is previously affirmed by Opfer, Pedder, and Lavicza (2010), who, based on national data of teachers’ professional development in England, theorize and conclude that apart from individual influences, teachers’ learning can also be influenced by organisational conditions such as working…”
Toward a Model of Explaining Teachers’ Innovative Behavior (2015, background): “…desires to acquire new knowledge + i, o Horng et al. (2005) Learning goal orientation + r Runhaar (2008) Teacher orientations to learning + p Opfer et al. (2011) Self-efficacy Self-efficacy + r Runhaar (2008) Self-confidence + i, o Horng et al. (2005) Teacher efficacy n.s. v Mueller et al.…”
Evaluating the impact of teacher professional development: an evidence-based framework (2014, background): “Additionally, more emphasis was placed on teacher attitudes and beliefs given their significance as being central to the change process (Opfer et al. 2011).”