A Description of Michael Huberman’s Teacher Career Cycle Model R.M. Joerger
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Transcript of A Description of Michael Huberman’s Teacher Career Cycle Model R.M. Joerger
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A Description of Michael Huberman’s Teacher Career Cycle Model
R.M. Joerger
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How can a theoretical model help teachers?
• A theoretical model of the professional lives of teachers can provide a framework for organizing– Personalizable professional development plans
– A review and extension of personal psychosocial support
– Ideas for personal and collaborative research
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Model of Teacher DevelopmentYears of Teaching Themes / Phases
1-3 Career Entry: Survival and Discovery
4-6 Stabilization
7-18 Experimentation/ Diversification
Stock-taking / Interrogations
19-31 Serenity Conservatism
31-40 Disengagement (serene or bitter)
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The Teacher Career Cycle Model• The TCCM incorporates the influence of personal
and organizational ecologies upon the lives of teachers
• Personal factors include and extend beyond:– Family events, life stages, and individual differences
• Organizational factors include and extend beyond:– School policies, budget constraints, and union actions
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Model of Teacher Development
1-3 Career Entry: Survival and Discovery
4-6 Stabilization
31-40 Disengagement(serene or bitter)
19-31 Serenity Conservatism
7-18 Experimentation / Diversification
Stock-taking /Interrogations
Years of Teaching Themes / Phases
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Career Entry: Discovery and Survival
• Initial stage lasting from years 1 – 3
• Characteristic stage activities / dispositions– Learning how to teach– Determining what to teach– Navigating teaching / school environment– Learning to work with students– Developing self-efficacy – Sense of survival
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Stabilization • Secondary stage lasting from years 4-6
• Characteristic stage activities / dispositions
– Make a commitment to the profession– Focus on autonomy and independence– Feeling of Mastering instructional pedagogy– Widening of focus to include student needs
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Experimentation / Diversification
• Tertiary stage lasting from years 7-18
• Characteristic stage activities / dispositions– Experiment with teaching strategies,
assessment, and instructional content– Seek leadership roles to affect change– May seek new roles:
• Administrative• Appointment
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Stocktaking / Interrogations
• Tertiary stage lasting from years 7-18
• Characteristic stage activities / dispositions– Reflect upon their “inventory” of accomplishments– Consider the time remaining to change
occupations– Exhibit a more negative attitude toward
professional development and change
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Serenity
• Quaternary phase lasting from years 19-30
• Characteristic stage activities / dispositions
– Lament the difference between their initial and current levels of enthusiasm, activism, and energy
– Acceptance of real self in professional roles
– Increase intergenerational differences between them and their students more pronounced
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Conservatism • Quaternary phase lasting from years 19-30
• Characteristic stage activities / dispositions– Exhibit rigidity and stubbornness
– Great reluctance to accept innovations
– Often express their discontent with: • school administration / policies • The commitment of students and other teachers
• Some become reinvigorated and experience a personal renaissance
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DisengagementSerene or Bitter
• A quinary stage extending 31 years and beyond
• Characteristic stage activities / dispositions– Withdrawal from professional commitments – Use of time for personal activities – Partially withdrawal focus on preferred
courses and tasks
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The Teacher Career Cycle Model
• Often teachers jump from more harmonious pathways to less harmonious pathways
• Teachers sometimes leapfrog stages because of particular events or circumstances
• Plateaus, discontinuities, regressions, spurts, and dead ends are all possible actions within the model framework