Post on 14-Jan-2017
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Professional Development:Rewards and Challenges
Hammamet, 14-16 February 2013
Professor Simon Borg, University of Leedss.borg@education.leeds.ac.uk
• Participant-centred CPD• School-based CPD• School-focused CPD• Collaborative CPD• Inquiry-based CPD• Constructivist CPD
Current Thinking
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Teacher Development
Teachers cannot be developed(passively). They develop (actively). It
is vital, therefore, that they arecentrally involved in decisionsconcerning the direction and
processes of their own learning (Day1999: 2)
PROFESSION
training
knowledge
lifelonglearningcommunity
autonomy
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Being a Professional
a capacity for autonomous professionaldevelopment through systematic self-study, through the study of the work of
other teachers, and through questioningand testing of ideas by classroom
research procedures (Stenhouse 1975:144)
(Waters & Vilches 2010)
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… activities which are intended tobe of direct or indirect benefit to
the individual, group or school andwhich contribute through these to
the quality of education in theclassroom …. (Day 1999:4).
It is the process by which, aloneand with others, teachers …
acquire and develop critically theknowledge, skills … essential to
good professional thinking,planning and practice …. (Day
1999:4).
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Richards & Farrell (2005)
Workshops Teaching portfoliosSelf-monitoring Case analysisTeacher support
groupsAnalyzing critical
incidentsTeaching journals Peer coachingPeer observation Team teachingAction research
• Series of workshops
• Informal networking
• Accredited programmes
• Single workshops
• Demonstration lessons (least)
Goodall et al. (2005)
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Criticisms of INSET
not based on analysis of teachers’needs
focuses on individuals voluntary does not address the needs of schools little impact on the classroom disrupts the school day
School of EducationFaculty of Education, Social Sciences & Law
Teacher Autonomy and TeacherCognition
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Robot
Craftsman
AppliedScientist
Thinker
School of EducationFaculty of Education, Social Sciences & Law
1975 – National Institute of Education (USA)
It is obvious that what teachers do isdirected in no small measure by what
they think....[If] teaching … is“thoughtless” … it becomes
mechanical and might well be doneby a machine.
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School of EducationFaculty of Education, Social Sciences & Law
Teacher Cognition
What teachers think, know and believe and therelationships between these and teachers’
classroom practices.
School of EducationFaculty of Education, Social Sciences & Law
Many factors have advanced the field’sunderstanding of L2 teachers’ work, but none is
more significant than the emergence of asubstantial body of research now referred to as
teacher cognition. (Johnson, 2006: 235)
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School of EducationFaculty of Education, Social Sciences & Law
TEACHERAUTONOMYTEACHER
AUTONOMY
Professional freedomProfessional freedom
Professional capacityProfessional capacity
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School of EducationFaculty of Education, Social Sciences & Law
Teacher Autonomy
a capacity to engage in informed self-directed action and development
School of EducationFaculty of Education, Social Sciences & Law
Key Question
In CPD, how can a capacity to engage ininformed self-directed action and
development be promoted through attentionto teacher cognition?
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School of EducationFaculty of Education, Social Sciences & Law
Teacher Cognition & Teacher Autonomy
Theoreticalknowledge Teachers’ beliefs
School of EducationFaculty of Education, Social Sciences & Law
Theoretical Knowledge
• PPP &TBL
• Inductive & deductive activities
• Explicit & implicit corrective feedback
• Output & input practice
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School of EducationFaculty of Education, Social Sciences & Law
Theoretical Knowledge
Greaterawareness ofpedagogical
options
Increasedrepertoire of
choices
More informeddecision-making
School of EducationFaculty of Education, Social Sciences & Law
Teachers’ Beliefs
Asking learners to work outgrammar rules is a moreeffective way of teachinggrammar than explaining
the rules directly.
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School of EducationFaculty of Education, Social Sciences & Law
Teachers’ Beliefs
Awareness ofbeliefs
Opportunities toreview these
Moretransparent and
informeddecision-making
School of EducationFaculty of Education, Social Sciences & Law
ClassroomPractice
TeacherCognition
TeacherAutonomy
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School of EducationFaculty of Education, Social Sciences & Law
Implications for CPD
• Understanding behaviour =Understanding beliefs
• Reflection – behaviour and beliefs
• External theory as a source of CPD
Criticisms of INSET
not based on analysis of teachers’needs
focuses on individuals voluntary does not address the needs of schools little impact on the classroom disrupts the school day
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School-Based CPD
In schools By teachers Individual or collaborative Teachers involved in decisions Reflection – may be less formal Teacher research - more systematic
Reflective Practice
conscious recall and examination of[an] experience as a basis for
evaluation and decision-making andas a source for planning and action.
(Richards 1991: 4)
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Reflective Practice
Peer Observation
Peers – not hierarchical Developmental – not judgemental Pre-observation meetings – agree
focus Observation Post-observation meeting Action points – record of activity
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School of EducationFaculty of Education, Social Sciences & Law
TEACHERRESEARCH
By teachers
In theircontext
Tounderstandtheir work
Purposeful Systematic
Evidence-based Shared
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School of EducationFaculty of Education, Social Sciences & Law
Askquestions
Collectdata
Analyzedata
Makesense
School of EducationFaculty of Education, Social Sciences & Law
Benefits of Teacher Research
… an important means by whichteachers can develop their capacity for
making … sound autonomousprofessional judgements and decisions.
(Lankshear & Knobel, 2004:5)
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School of EducationFaculty of Education, Social Sciences & Law
Benefits of Teacher Research
… teacher research has the potentialto make a real difference to pupils andstaff, the whole school and the wider
community. (Sharp, 2007:22)
School of EducationFaculty of Education, Social Sciences & Law
HEC/BC Teacher Research Project
• 10-month project
• 18 teachers of English
• Three workshops
• On-line support
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Phase 1Planning
Phase 2Doing
Phase 3Report writing
Dissemination
School of EducationFaculty of Education, Social Sciences & Law
What Teachers Say
I look upon problems aschallenges to be overcome
through research not hurdlesto cry about.
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School of EducationFaculty of Education, Social Sciences & Law
What Teachers Say
As teachers we are aware ofissues and problems, but being a
researcher has given me anopportunity to work for possible
solutions, which is GREAT.
School of EducationFaculty of Education, Social Sciences & Law
What Teachers Say
We have been teaching thesame way we taught ten years
ago but now we have an urge toexperiment with new ideas in our
teaching.
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School of EducationFaculty of Education, Social Sciences & Law
Outcomes
• Enhanced professionals
• Skilled researchers
• Teacher research ‘champions’
• Research mentors
School of EducationFaculty of Education, Social Sciences & Law
The teacher who just teachesand the one who has done
research the difference is thatof dead and alive!
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Levels of Impact
Level Examines impact in terms of
Reactions Feelings immediately after training
Learning Changes in beliefs, knowledge and skills
Behaviour Application of new ideas over time
Results Effect on the organization
Awareness Theoreticalknowledge
Learningnew skills
Applyingnew skills
Presentation + +
Modelling + ?
SimulatedPractice
+ ? +
Feedback onperformance
+ +
On the jobsupport
+
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Collecting Impact Data
End of session written feedbackPre- and post-course questionnairesObservation of teachersInterviews with teachersTeacher portfoliosWritten assignmentsTests/examinationsTeacher journalsInterviews with learnersLearners’ test scoresInterviews with headteachers