Uptake, usefulness, and use: How professional development moves into teaching1

The chapter introduces uptake, usefulness, and use as alternative, interacting ideas that describe how teachers implement what they learn in professional development. Implementation, which is generally taken from the provider’s perspective, is presented as a complex assemblage in which intended content is enacted as substance that comingles with what participants encounter—perhaps serendipitously—in the event. Data analyses from the Learning4Teaching studies in Chile and Qatar using multiple cluster analyses illustrate patterns of uptake and how these can be traced into classroom teaching through teaching log data.