摘要：This study examined the change in a third grade teacher (Jennifer) who engaged in a year-long professional development model during her second year of teaching in an urban district. In particular, she embraced the Reflective Teaching Model (RTM) which was unique to this professional development. Jennifer and nine other teachers from her school participated in 120 hours of professional development over a ten month period. In addition to a 2-week summer institute, Jennifer engaged in 14 RTM cycles from September to May, attended five Saturday workshops, and corresponded through many email dialogues. Four themes emerged from field notes, teacher reflections, email communication, observations and interviews. Three were not a surprise as they paralleled the goals of the professional development (growth in content knowledge, increase of pedagogical skills, and value of prolonged professional development, especially the RTM). However, the fourth (alienation by her team) was a surprise and raised questions about the professional development and the culture of schools.
