Thisisthehtmlversionofthefilehttp://ppgtesl.net/index.php?option=com_jdownloads&Itemid=57&view=finish&cid=297&catid=59.Googleautomaticallygenerateshtmlversionsofdocumentsaswecrawltheweb.Page1Topic4:DevelopmentStagesOfTeachersLearningoutcomes1.Explainthestagesofdevelopmentthathadtogothroughbyateacherfromnovicetoexpertstatus.2.Describethechangesintheprocessoflearningtoteachexperiencedbyteachersintheearlystagesoftheteachingprofession.3.Gainanoverviewoftheteachingprofessionisthatthemovementofthedevelopmentalprocessthatrequiresalongperiodoftime.4.0IntroductionHowdoesonemovefromthepreserviceteacherstoateacherwhoismature,confidentandcompetentinthefieldofteaching?Whathappenedinthatperiod?Whatknowledgeandskillsareneeded?Youmayseeyourselfinthissituationandhopethatyouwillbecomearespectedteacherandacclaimedstudentcommunity.Alongtheteachertrainingprogram,youhavetheopportunitygraduallytoexperiencetherealsituationoftheschoolthroughtheSchoolBasedExperience(SBE)andthenpracticepracticuminschools.Cooperationandsupportprovidedbytheteacherchaperones,teachermentors,managementandadministrationoftheschoolduringtheperiodofyourfunctionsasabridgetolinktheorywithpracticepsychologicalandpedagogicalpractice.Thisexperiencehasalsobuiltconfidencetostandinfrontoftheclasstoimplementthelessonslearnedforthefirsttime.Throughaperiodoftime,youbecomemoreefficientinselectingappropriateteachingstrategies,teachingandlearningdecisions(T&L)aremoreintelligentandmanageclassroomroutinesmoreefficient.Inotherwords,youwillcontinuetohavethedevelopmentintheabilitytomodifyactionsandabilityintheteachingprofession.Thetheoryofstagesofteacherdevelopmentthatarediscussedinturnwillhelpyougetaglimpseofthewayoflifeofateacherandyourpositionasateacheratthispoint.4.1TheoryofDevelopmentStagesofTeacherFromthebeginning,theteachereducatorsinterestedinunderstandingtheprocessofcreatingoneofthepreserviceteacherstobecomeaprofessionalteacher.Mostteachereducatorsexpectthisprocessinvolvesintensivetrainingandteachingpracticesthatmaytakealongtime.Page2Figure4.1TeachersTeachingintheClassroomThereareavarietyofwritinganddiscussionabouthowtheteacherthroughachangefromthepreservicetothelevelofprofessionalteachers.Whencomparedtovarioustheoriesthatdiscussthestagesofteacherdevelopment,therearefeaturesincommon,whichisintheearlystagesofcareers,teachersaremoreconcernedwiththeabilityofhimselfbeforeevolvingintoamoreproficientlevel(Cochran&Andrew,1988Fuller,1969Katz,1972Trotter,1986).Researchersconcludedthat,ingeneralthesestagesoccurinhierarchicalandpredictablepattern.Evenso,thecharacteristicsofaconcernthanthecombinednumberoflevelscanalsobeshownatonetime.ThediscussioninthischapterwillfocusonthetheoryofthestagesofteacherdevelopmentpresentedbyFuller(1969)andlrotter(1986).4.1.1TheoryofThoughtfulness(Fuller,1969)Fuller(1969)istheinitialteachereducationresearcheronceputforwardthetheorythatsuggeststhefunctionalityofteachersthroughthesestages.Asateachereducator,Fuller(1969)isparticularlyinterestedinstudyingtheproblemsfacedbytheteacherpreserviceandinserviceteachers.Throughresearchandpersonalinteractionwithteachers,heproposedConcernTheorythatattempttoexplaintheperceptions,concerns,problems,grievancesandsatisfactionwhichfacedbypreserviceteacherswhenundergotrainingprogramduringwhichtheyfollowed.'Concern'isdefinedbyFuller(1969)as'theimpressionofteacher/somethingthatisconsideredtobeaproblem'or'somethingthatalwaysthinkstheteacherandwouldliketomakesomethingaboutit'.ConcerntheorypioneeredbyFullerandhasbeenstrengthenedbyfurtherresearchessuchasbyFullerandBown(1975),&TombariBorich(1997),Roganetal.(1992)andRutherfordandHall(1990).Therearethreelevelsofconcernforteachersstartingfromearlystagesofteaching,wheretheteacherisconcernabouttheabilityofthemselves.Inthesecondstage,thevaluesofteachersfocusedontheirtaskandsoconcernteachersonthethirdlevelimpactsassociatedwiththeirteachingtothestudents.Availablepreserviceteacherswiththeleastexperienceofteachingisconcernedtoselfreliance(survival),whiletheteacherswereexposedtotheexperienceofteachingmoreconcernedabouttheimpactoftheiractionsontheachievementandlearning.Page3(i)PersonalCareLevel/PersonalSurvivalIntheearlystagesofteachingexperience,preserviceteachersispayingattentiontotheirpersonalsurvival,whichistheirabilitytocopesuccessfullyteaching.Theyaremorelikelyto'WhatcanIdo?'suchabilityinclassroommanagement,commentsfromteachersorlecturersmentor,whethertheylikestudents,parentsandotherteachers.Teachersatthisstageofthetaskfacingthewithmultiplethought.Thequestionthatalwaysplayinmindare:'Doesmystudentslikeme?'CanIteachwellwhensupervisedlater?''Whatwillbesaidbyparentsaboutme?'Oftentheconcernsandfearsofthecapabilityofselfwilldiminishafterthefirstfewmonthsofteaching.Evenso,thetimetakenbyateachertoovercomethissituationisnotthesame.Maybeateacherwouldrequiremoretimethanotherteachers.Signsthatshowconcernforthemselvesdecliningwhentheteacherstartedtogivemoreattentiontothewaystohandlethenecessarytaskswithgoodteaching.(ii)CareLevelTowardTaskAtthelevelofconcernforthetask,teacherspayattentiontothewaysinwhichhecanhandlethetaskwithgoodteaching.Thefocusisonhowtoimplementandimproveteachingandhowtomasterthecontentofsubjectsincludingstudentdiscipline,classroommanagement,studentassessment,planningandpreparation,methodsandstrategiesofteachingandsoon.Teacherswhoreachthestageofdevelopmentarestartingtohavetheconfidencetotackleeverydaytasksandcanovercome the problem of discipline in classrooms.Lessonplanningisnolongerfocusedontheregulationofclassdisciplinebutfocusesonwaystoimproveteachingstrategiesandlessoncontentmaster.Thequestionisoftenaskedtothemselvesincluding:'DoesteachingmaterialsthatIuseisappropriate?''DoIhaveenoughtimetodeliverthiscontent?''Whatisthebestwayformetoteachthistopic?'Thereareteachereducationresearcherswhouseddifferentterminologytoexplainthe'masterylevel'(Ryan,1992)and'stageofconsolidationandexploration(Burden,1986)and'tryanderrorlevel'(Sacks&Harrington,1982).(iii)ImpactLevelAttheimpactlevel,theteacherbegantogiveattentiontotheimpactofteachingonstudentslearning.Hesawhisstudentsasindividualswithpotential.Teachersarenolongerworriedabouthisabilitytocontroltheclassroomorontheeffectivenessofinstructionaldelivery.Teacherconcernsrelatedtotheeffectorimpactofteachingonstudentlearningandachievement.Inaddition,theteachersbegantoseestudentsasindividualswiththeirownpotentials.Teachersaremoreconcernedaboutthegrowthanddevelopmentofstudents.Concernsrelatedtosuchquestionsas:Page4'HowcanIcreateasenseofsuccessinmystudents?''HowcanImeettheemotionalandsocialneedsofmystudents?''Whatisthebestwaytomotivatemystudents?'Summary:DevelopmentofTeachers'AsNaturalProcessFullerTheory(1969),Fuller&Bown(1975)andBorich&Tombari(1997)triedtoconceptualisingthedevelopmentofpreserviceteachersasanaturalprogressionoftheway.Ifyouareateacherorpreserviceteachers,thoughtsandconcernswillfocusonyourselffirstbeforeyoupaycloseattentiontoyourstudents.Theconcernyouchangefromafocusononeselftothetaskofteachingandthustoimpact.Emotional,socialandphysicalsupportreceivedbyateacherateverystageofdevelopmentplaysanimportantroletoensurethesurvivalofthemselvesandmoveontothenexttasktothelevelofimpact.Inadequateknowledgeorlackofemotionalsupportwhenconductingteachingpracticecancausefailureordelaymovementofthesurvivalofthemselvestothenextlevel.FullerconcernTheory(1969)alsohasotherimplications.Ateacheronthejobmayturntooneselflevelifallofasuddenhewasaskedtoteachanewsubjectorteachatdifferentgradelevels,orswitchtoanewschool.Therefore,theconcernofteachersisnotonlydeterminedbythesequenceofdevelopment.Teachersconcernwerealsoinfluencedbycontextualfactors,theenvironmentinwhichteachersare.Timetoshiftfromonestagetotheotherforthesecondtimeusuallytakesashorterperiodthanthefirsttime.Finally,allthreelevelsofthisconcerndoesnotnecessarilyworkinisolation.Ateachermayhaveconcernsinonestageatahighintensityandatthesametimeattheotherconcernisatalowerintensity.4.1.2FiveDevelopmentofTeachers(Trotter,1986)Trotter(1986)hasputforwardthetheoryofthefivestagesofdevelopmentforapersontobeanexpertinhisfieldofwork.StudieshavelinkedfivedevelopmentalstagesweresubsequentlyexpandedbyDavidBerliner(1988),otherteachereducators(Carter,Cushing,Sabers,Stein&Berliner,1988)toobtainathoroughunderstandingofthewaysteachersnovicesandexpertsworkinginsituationsofT&L.Fivestagesofdevelopmentare:ThenovicelevelTheadvancednovicelevelTheefficientlevelTheskilledlevelTheexpertlevelGenerally,onetakestheintervalbetween10and15yearstoshiftfromthenovicetobecomeanexpertinthefield.PreserviceteachersinTeachingdegreeprogrammaybemovedfromthenovicetotheadvancednoviceandstartheadingtotheefficientlevelwhentheybecometeachersinschool.Trotter(1986)arguesthatteachersPage5needmanyyearsofexperienceandshifttotheskilledandonlyahandfulofthemwillachieveprogressattheexpertlevel.(i)NoviceLevelThefirststagetoachievemasteryintheirrespectivefieldsisanovicelevel.Thisstagebeginswhenyouareregisteredasastudentteachereducation(teachereducationstudents)inTeachingdegreeprogram.Atthisstage,thenoviceslearnthespecificfactsobjectivelyandmasterthebasicconceptsandprinciplesinaction.Noviceteachersarelearningandtryingtoformaholisticviewtounderstandthemeaningof'beingateacher'.Theybegantoacquiresomebasicskills,mastertheterminology,terminologyrelatedtohisprofession,andgatherinitialideasaboutteachingduties.However,understandingthefunctionsofnoviceteacherswitharealsenseofthewordisstillnotcomplete.Noviceteachersdonothavetheskillsthatarerequiredtohandleteachinginaclassroom.Evenso,wecansummarizethatnoviceteachershavebeenabletoformacognitivemapofthegeneraldutiesofaprofessionalteacherthroughcoursesofferedintheirTeachingdegreeprogramasanintroductiontopsychologyandchilddevelopment,educationalphilosophyandhistoryofeducation.(ii)AdvancedNoviceLevelThesecondstageinthedevelopmentofteachers'masteryistheadvancednovicelevel.Atthisstage,theteachereducationstudentscontinuetocollectandaddfactualknowledge,recognizeandcorrectfactsnotpreviouslyunderstood.Inaddition,advancednovicealsotryingtoaddinformationrelatedtotheprocessoflearning,toenhancetheknowledgeoftheterminology,principlesandconceptsrelatedtotheprofession.Atthisstage,theexposuretotheactualsituationoftheschoolthroughprogramssuchasSchoolBasedExperienceandPracticuminwhichthisextensionnoviceteachershelpteachersgainexperienceinperformingdailytasks.Experienceandexposuretotherealitiesofschoolcanhelpfurtherdeepenunderstandingofnoviceteachersabouttheneedsanddemandsoftheteachingprofession.Advancednoviceteachershavehighspiritstopracticewhateveryouhavelearnedintheory,butiftherealityoftheclassroomwasnotasbeexpected,theymayloseheartandbegintoquestiontheabilityofoneself.Toensurethatnoviceteacherscontinuetogrowtothenextlevel,mentoringandclinicalobservationstosupportandhelpnoviceteachersdevelopconfidenceandskillstoteach.Teachersexperiencedasmentorandapositiveattitudecanhelpnoviceteachersfaceadvancedstagesuccessfully.(iii)EfficientlyLevelThethirdstageisthestageefficiency(competence)inwhichateachertoachievetheskillsintheirrespectivefields.Theteacherhadacertificateoradegreeinteachingtomeettheeligibilityrequirement.Efficiency(competence)actuallyisaminimumforafunctionasaqualifiededucator.Atthisstage,teachersbegintoPage6recognizemoreandmoretheprinciplesandconceptsoutofcontextandelementswithrespecttospecificsituations.Inotherwords,theteacherisabletounderstandtheprinciplesandconceptsoflearninginavarietyofsituationsandspecialcircumstances.Attheendofthisstage,teachersbegintohavetheabilitytosolveT&Lproblemstheyface.Competentteachercaninvestigatetheirownpracticethroughreflectionthatmaysound,"Ihavetriedthis,buttheresultisnotwhatIwant.WhatshouldIdonow? 'Actually,thiscompetentstagebeginswhenyouacceptanofferofappointmentasateacher.Often,teachersrequirebetweentwoandfiveyearsofteachingexperienceandatthesametimebeingopentonewlearningorreadytoreceiveadditionaltraininginservice.Iftheyleavetheteachingprofessionbeforethefiveyearsofservice,chancesaretheydidnotevenreachthelevelofcompetence.(iv)SkilledLevelTeacherswhoreachtheproficientlevelcanbesaidtobeinthebestintheprofession.Onlyasmallpercentageofteacherwhomadeittothisstage.Skilledteachersalwaysberememberedandhonoredbyhisformerstudentsasteacherswhohaveinfluencedtheirlivesinapositivewayandcanleavealastingimpression.Skilledteachercaneasilyidentifythekeyelementsinatask.Skilledteachershavehighcognitiveabilitytodigestandanalyzethelearningenvironmentinacreativeanddistinctive.Heexhibitsasmoothstylethatenablesdecisionsonintuition.Thisisbecause,skilledteachershaveenoughexperienceandcanhelptounderstandthesituationhefaces.Understandingofthetaskhasbeensodeeplyingrained/internalizedinitselfsoskilledteacherssometimesfaceproblemstoexplaintootherpeople'sideasoractions.Atthisstage,skilledteachersexhibitingadistinctiveteachingstyles.Experience(nottrainingreceived)istheprimarydeterminantofperformanceandqualityofteachingoneskilledteachers.Skilledteachershavetheabilitytoguideandmentornoviceteachers.Theycanshareideas,experiencesandskillsthroughforums,inservicetrainingcourses,seminars,research,intellectualdiscussionandsoon.(v)ExpertLevelAttheexpertlevel,theteacheristhestarinitsfield.Thesupervisionofexpertteachersusetheirexperienceontheskilledlevelbutholistically.Thismeansthathecanunderstandanddealwiththemanyandvariedinformationandstillbeabletoexhibitasmoothteachingstyle.Suchcasehasyettobeshownbytheteacherevenatefficientlevel.Anythingdonebyaspecialistteacheralwayssuccessfulthanskilledteacherssometimesgetitwrong.Expertteacherscanberegardedasauthoritativespokesmenorhewhoinhisprofession.Often,ideasandskillsavailableinspecialistteacherscanaffectpoliciesrelatedtotheconductofclassroomteaching.4.2JourneyfromNovicetoExpertImplicationsTowardTeachersTheteachingprofessionisactuallyatraveldestinationevenifthedestinationisnolessimportant.TravellingalongthejourneyismoremeaningfulifitisplannedandPage7madepreparationsatanearlystage.Exposuretothetopicofteacherdevelopmentstagesmayhelpyoutoprepareyourselftogothroughthe'journey'.AsnotedbyBerliner(1988),onlyahandfulofteacherssuccessfullycompletedthecourseofhisteachingcareertothelevelofexpertteachers.Theresearchersofteachereducationandstaffdevelopmenttrainingareverykeentoidentifywhatarethefeaturesthatdistinguishthenoviceteachersandspecialistteachers.Thequestionthattryingtobeansweredis,'Cantheidentifyfeaturesthataresuretobeappliedatanearlystageofprocess(numberofyears)fromthenovicetotheexpertsimplified(oraccelerated)?'LeeShulman(1986,1987),aleadingresearcherinthefieldofteachereducationposesaconceptualframeworkthatisoftenusedtoguideteachereducatorsindiscussionsrelatingtothequalityofacompetentteacher.Efficiencyofateachershouldconsiderthesevencoreknowledge,namely:Knowledgeofthecontent.Generalpedagogicalknowledge.Curriculumknowledge.Pedagogicalcontentknowledge.Knowledgeofstudentsandstudentcharacteristics.Knowledgeofeducationalcontexts.Knowledgeofthephilosophy,goalsandvaluesofeducation.Knowledgeofthepedagogicalcontentknowledgeisformedasaresultofsynthesizingandintegratingthethreepillarsofknowledge,theknowledgeofcontent,generalpedagogicalknowledgeandknowledgeofeducationalcontexts.AccordingtoShulmanandGrossman(1988),pedagogicalcontentknowledgeisonlypossessedbytheteacheralone.Forexample,betweenascienceteacherwithascientist,scienceteachersstructuretheirscienceknowledgefromtheperspectiveofteachingandthewaytheknowledgeisusedtohelpstudentsunderstandscienceconceptsspecifically.Meanwhile,ascientistrestructuretheirscienceknowledgeforresearch and develop new knowledge in science.'Pedagogicalcontentknowledgeisthecategorymostlikelytodistinguishtheunderstandingofthecontentspecialistfromthatofthepedagogue.'(Shulman,1987,hal.4)Possessionofpedgogicalcontentknowledgeisalsocleardistinctionbetweennoviceteacherswithexpertteachers.Comparisonofteachers'pedagogicalcontentknowledgeofnoviceandexpertteachers:NoviceteachersKnowledgeisadiscrete/differentcontent.Pedagogicalactionislimited,leadingtomethodsofimpartingknowledgeandteachingperformance.Page8ExpertteachersIndepthknowledgeofthecontentandmayassociatewithdifferentcontextsinanintegratedmanner.Actionisbroaderpedagogy,interactiveanddiverse.Teachtoconsiderthewaystudentslearn,howstudentsconstructconceptsincognitivestructurerepresentation.Focusonexistingknowledge,studentthinkingcanmodifythecurriculumplanningmentallytosuittheneedsofthecontext.Somethingsneedtobeemphasizedwhenyouareintheprocessoftransitioningtothenovicetothemoreadvancedlevelscanbeachievedsmoothlyandefficiently.Amongitare:Supportandguidancereceivedduringtheprogramteaching(lecturer,tutorandmentorteachers)inacomprehensiveandintensivewillfacilitatetheachievementofmasterylevelofcompetence.Exerciseoractivityshouldleadtothedevelopmentofspecificknowledgedomain(content,pedagogicalcontentknowledgeandgeneralpedagogical)inordertoimprovetheskillsofobservationandrepresentationmaketheprocessoflearningintheclassroompractices.Thecoursesofferedinteachertrainingprogrambalancestheoryandpracticeaspracticaltoallowdirectexperienceandactivelearningorhandson.Toappreciatetheclassroommanagement,anovicehandsonexperiencethatisplanned(forexample,casestudyanalysis,scenarioclassroom),vicariousexperience(example,observingamentorteachertoaclass),simulationexperience(example,roleplay/microandmacro)wherethediscussioncanfocusontheproblemofdisciplineoracademicissuesspecifically.Throughsuchactivities,thenovicewillbegintoacquireanewunderstanding,asShulman(2000)argues,personallyknowingsomethingisdifferentfromthatofanyotherpersonshouldknowandexecute.Noviceteachersneedtocontinuouslylookforopportunitiestoincreasetheirskillstotheexpertteacherprofessionalism.4.3SummaryTeacherdevelopmenttheorydiscussedaboveisbasedonpracticalknowledge,theoreticalandempirical.StagesofteacherdevelopmentpresentedbyFuller(1969)andTrotter(1986),derivedfromactualexperiences,researchfindingsandthoughtsaboutdevelopmentalpsychology.Anewteacherwhoareprovidedwithresearchbasedknowledgetohelpmakewisedecisionswhilefacingthechallengesofteachingprofessionals.Page9JoinactivitiyHaveyoueverseenaconduciveclassroomthatmakesyouexcitedtobeinit?Shareyourexperience.ReferencesBorich,G.D.&Tombari,M.L.(1997),EducationalPsychology:AContemporaryApproach,NewYork:Longman.Burden,P.R.(1986),TeacherDevelopment:ImplicationsforTeacherEducation',dalamJ.Raths&L.Katz(eds.),AdvancesinTeacherEducation,Vol.2,Hal.85220,Norwood,NJ:AblexPublishers.Cochran,E.,&Andrew,M.(1988),'AFullYearInternship:AnExampleofSchoolUniversityCollaboration',JournalofTeacherEducation,39,Hal.1722.Fuller,F.F.(1969),'ConcepsofTeachers:ADevelopmentalConceptualization',AmericanEducationalResearchJournal,6(2),Hal.207226.Fuller,F.F.&Bown,O.H.(1975),'BecomingATeacher',dalamK.Ryan(edj,TeacherEducation:TheSeventyFourthYearbookofTheNationalSocietyforTheStudyofEducationPart//,Hal.2552,Chicago:TheUniversityofChicagoPress.Katz,L.G.(1972),'DevelopmentalStagesofPreschoolTeachers',ElementarySchoolJournal,73(1),Hal.5054.Rogan,J.M.,Borich,G.D.,&Taylor,H.P.(1992),ValidationofTheStagesofConcernQuestionnaire',ActioninTeacherEducation,14(2),Hal.4349.Rutherford,W.L&Hall,G.E.(1990),'ConcernsofTeachers:RevisitingTheOriginalTheoryAfterTwentyYears',PaperPresentedatTheMeetingofTheAmericanEducationalResearchAssociation,Boston,MA.Shulman,L.S.(1986),ThoseWhoUnderstand:KnowledgeGrowthinTeaching',EducationalResearcher,15(2),Hal.414.____________(1987),'KnowledgeandTeaching:FoundationsofTheNewReform',HarvardEducationalReview,57(1),Hal.122.____________(2000),TeacherDevelopment:RolesofDomainExpertiseandPedagogicalKnowledge',JournalofAppliedDevelopmentalPsychology,21(1),Hal.129135.____________,&Grossman,P.(1988),'TheInternTeacherCasebook',CA:FarWest.LaboratoryforEducationalResearchandDevelopment,SanFrancisco.Trotter,R.(1986),TheMysteryofMastery',PsychologyToday,20(7),Hal.3238.