Re-conceptualization of Teacher Professional Development
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Transcript of Re-conceptualization of Teacher Professional Development
Re-conceptualization Re-conceptualization of Teacher of Teacher
Professional Professional DevelopmentDevelopment
Teacher Professional Teacher Professional DevelopmentDevelopment
In the wave of education In the wave of education reform, the centrality of the reform, the centrality of the role of teacher professional role of teacher professional development is undisputed.development is undisputed.
Traditional practices
Innovative practices
TPD
change process
Traditional Mode of Teacher Traditional Mode of Teacher
DevelopmentDevelopment
ExpertsExpertsTeachersTeachersknowledge, knowledge, skills, best skills, best
practices, etc.practices, etc.
RTCRTC
PCEd,
PCEd,
DipEdDipEd
MSC(ITE)MSC(ITE)
INSTEP
INSTEPtertiary tertiary institutesinstitutes
EDED
NGONGOBIT, IIT, BIT, IIT,
UIT, AITUIT, AIT
ReflectionReflectionWhat are the problems with
the traditional mode of teacher development?
Traditional Mode of Teacher Traditional Mode of Teacher
DevelopmentDevelopment
profound disconnection between theory and practice in teacher education
teachers are trained by outside experts rather than participating in their own development (Roddy 1999)
government authorities or the training providers tend to create “one size fits all” solutions
Traditional Mode of Teacher Traditional Mode of Teacher
DevelopmentDevelopment
unrelated to classroom contexts and teaching practice
fail to make distinctions among different kinds of school and classroom contexts, or between the needs of novice and experienced teachers (Lieberman 2000)
Traditional teacher training is usually carried out by means of formal short-term courses. There is usually no channel to sustain resource exchange, communication and collegial support after the courses.
Traditional Mode of Teacher Traditional Mode of Teacher
DevelopmentDevelopment
Models of Teacher DevelopmentModels of Teacher Development
TrainingTraining Professional Professional
DevelopmentDevelopmentRenewalRenewal
Training ModelsTraining Models Assumptions:
Knowledge stands above the teacher Knowledge is, therefore, instrumental. It tells
the teacher what to do. Teaching is a job and teachers are
technicians. Mastery of skills is important.
Training ModelsTraining Models Roles:
Teachers generally assume passive roles. Teacher is consumer of knowledge. Principal or the trainers are the experts.
Tertiary InstitutesTertiary Institutes
Teachers Teachers
Research Findings, Innovations, etc.
Presentations, demonstrations and observation
of good practices
Training ModelsTraining Models Practices
emphasize technical competence Build individual teacher’s skills Through training and practice By planning and delivering training
Professional Development Professional Development ModelsModels
Assumptions: The teacher stands above knowledge Knowledge is, therefore, conceptual. It
informs the teacher’s decisions. Teaching is a profession and teachers are
experts. Development of expertise is important Teachers are superordinate to the research
on teaching.
Professional Development Professional Development ModelsModels
Assumptions: Professionals:
Professionals view research as knowledge that informs the decisions that they make.
Professionals create their own practiceown practice in use.
Professional Development Professional Development ModelsModels
Roles: Teacher is constructor of knowledge. Principal and trainers are collaborators.
Professional Development Professional Development ModelsModels
Practices: Emphasize clinical competence. Build professional community of practicecommunity of practice. Through problem solving and inquiry. By emphasizing inquiry, problem solving, and
action research.
Renewal ModelsRenewal Models Assumptions:
Knowledge is in the teacher. Knowledge is, therefore, personal. It
connects teachers to themselves and others. Teaching is a calling and teachers are
servant. Development of personal and professional
self is important.
Renewal ModelsRenewal Models Roles
Teacher is internalizer of knowledge. Principal and trainers are colleagues and
friends
Renewal ModelsRenewal Models Practices
Teacher Emphasize personal and critical competencies
Building caring communitycaring community to help teacher to become inquirers, problem solvers, and researchers of their own practices.
Through reflectionreflection and re-evaluation. By encouraging reflection, conversation, and
discourse.
ReflectionsReflections
1. Regarding the various IT related training provided by the government, which model(s) of teacher development are being adopted? Please give examples.
2. What is(are) the best way(s) of carrying out teacher professional development at school level?
3. Is teaching portfolio a tool for assessment or professional development?
4. Is teaching a profession? Why?