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?



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



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.



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.


Assumptions: Professionals:

Professionals view research as knowledge that informs the decisions that they make.

Professionals create their own practiceown practice in use.


Roles: Teacher is constructor of knowledge. Principal and trainers are collaborators.


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?

Re-conceptualization of Teacher Professional Development

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