This study examined a school-based teacher professional development program as it was being conceptualized, designed, and put into practice. This article addresses four distinct, but interrelated components of the study. The first section presents a broad overview of literature situating 21st century learning. This examination specifically focuses on how this construct is conceptualized and defined by a variety of influential organizations as well as the various competencies often associated with this pedagogical perspective. The review concludes with a brief critique of this construct. The second section addresses the program areas under evaluation as well as the nature of the program and both its goals and context. The third section discusses the research questions, findings, and recommendations for action. The article concludes with comments for K-12 schools planning to implement teacher-centered professional development.


Professional Development, Teacher, 21st CenturyLearning, Learning, Schooling.

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Creative Commons Attribution-Noncommercial 4.0 License
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