embedding t eacher professional development as business as usual
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Embedding T eacher Professional Development as Business as Usual. Lyn Williams. New teachers …. Self-assured √. Knowledgeable √. Experienced √. 5 weeks later …. How do we tend to think about professional development for teachers?. PRIOR LEARNING. CONTEXT. - PowerPoint PPT PresentationTRANSCRIPT
Embedding Teacher Professional Development as Business as
UsualLyn Williams
New teachers …
Knowledgeable √
Self-assured √Experienced √
5 weeks later ….
Teacher training
How do we tend to think about professional development for
teachers?
PERSONAL LITERACIES
CONTEXTPRIOR LEARNING
OPPORTUNITIES IN THE WORKPLACE FOR PRACTICE
MODELLING/ EXPERIENTIAL LEARNING
Workplace Learning
How do we ACTUALLY learn to be a tertiary teacher…?
REFLECTION ON EXPERIENCE
PEER SUPPORT
FEEDBACK
EXPERIENCE
STUDY
TEAMS
OBSERVATION
GUIDED PRACTICE
TRIAL AND ERROR
NECESSITY
How are we trying to help teachers make the links?
Agency …. “individuals should be conscious and active in
creating, maintaining and activating aspects of their personal networks”
Environment … Expansive learning environments support
teachers to grow & develop; share practice among participants; provide opportunities to talk about teaching & learning
Agency and Environment
Expansive RestrictiveClose collaborative work with colleagues
Isolated, individualistic working
Out-of school educational opportunities incl. opportunities to reflect and think differently
No out-of-school time to stand back; narrow short training programmes
Explicit focus on teacher learning as a dimension of normal working practice
No explicit focus on teacher learning except for crises or imposed initiatives
Supported opportunities for personal development going beyond school or government priorities
Teacher learning dominated by govt. or school agendas
Colleagues are mutually supportive in enhancing teacher learning
Colleagues obstruct or do not support each others’ learning
Opportunities to engage with working groups inside or outside the school
Work restricted to ‘home’ teams
Opportunity to extend professional identity through boundary crossing into other dept’s, activities, schools
The only opportunity to boundary-cross associated with change of job
Support for variations in ways of working and learning, for different teachers and dept’s
Standardised approaches to teaching and teacher learning are prescribed and imposed
Teachers use a wide range of learning approaches
Teachers use a narrow range of learning approaches
Workplace Learning Environments
Billet, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney, Australia: Allen & Unwin.
Chan, S. (2009). Perspectives of new trades tutors: Towards a scholarship of teaching and learning for vocational educators. Wellington: Ako Aotearoa.
Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning. Abingdon, England: Routledge.
Hodkinson, P., & Hodkinson, H. (2005). Improving schoolteachers‟ workplace learning. Research Papers in Education, 20(2), 109-131.
References