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1.
This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer‐led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi‐specialist and professional dimensions of professional practice and marginalizes the importance of knowledge. In the critique of the “standards‐led model” the paper draws upon research and ideas on work‐based learning, seeing the learning of teachers in the workplace as a complex relationship with many “experts” in multiple, often conflicting learning contexts. The paper stresses the importance of seeing work‐based learning as more than just “learning by doing” to one that sees it as an intentional structuring of participatory activity. In other words, a “pedagogy of the workplace”. Finally the paper suggests that learning is not just a process of “participation”, but a learning zone where different types of knowledge and pedagogy are learnt and transformed. In highlighting the importance of knowledge the paper draws upon theories of professional knowledge that suggests that certain types of knowledge cannot be gained in the workplace alone, therefore focusing on the issues of the different types of knowledge, their acquisition and their transformation or recontextualisation.  相似文献   

2.
Abstract

The role of the academic developer mirrors that of the current day academic. It is increasingly diverse and complex. Staff employed in academic development units are expected to respond to the needs of individual academics and are also expected to provide leadership in teaching and learning, conduct research into higher education, contribute to policy on a broad range of issues, and undertake community service. In addition they are expected to take responsibility for their own professional development. They are constantlyjuggling priorities of personal, professional and organizational commitments. To maintain competence in the face of multiple demands there must be significant overlap between work and learning. The learning opportunities inherent in working within a large multi‐dimensional organization must be acknowledged and embraced through the concept of a ‘learning organization’. It is important that the organizational culture of the Academic Development Unit (ADU) values learning, encourages reflection and fosters collaborative practice. This paper outlines an organizational model of academic development highlighting the opportunities for intervention at the level of organizational culture, staff development and student learning. It also suggests strategies for organizing and managing an ADU that provides a positive model of an effective working and learning environment.  相似文献   

3.
This study examined how a well‐established Technology Acceptance Model (TAM) could predict teachers' intentions to continue using e‐learning for professional development based on perceived ease of use and usefulness. Although studies have shown social interactions are important to teachers, no study has analyzed the mediating influence of social presence and sociability within e‐learning professional development. Therefore, the original TAM was expanded to encompass user perceptions of social presence and sociability. Structural equation modeling was used to measure the mediating affects on their intention to continue using e‐learning for their professional development. The results indicate that the expanded hypothesized model was a good predictor of continuance intention. Perceived ease of use, perceived usefulness and social presence were found to be significant determinants of teachers' intent to continue using e‐learning to meet their future professional development needs. The results have implications for educational leaders, designers and facilitators who want to promote teacher online professional development and embed e‐learning conditions that will be readily embraced by classroom teachers.  相似文献   

4.
I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my own action learning journey to date and how it relates to the ongoing development of an action learning set model that is inspired by the following personal reflections: reflective practice is an essential competency required by the professional so as to ‘get the most out’ of their career; action learning sets are an effective way for the busy professional to use their work-based learning to get on a developing lifelong ladder of postgraduate qualifications for the GP veterinary surgeon; action learning dialogue, inspired by personal and shared issues from within the consulting and operating room, provides effective and ongoing personal learning and professional development opportunities for the GP veterinary surgeon; action learning set membership promotes, encourages and facilitates the understanding by the individual of the importance of making time available on a regular basis to proactively develop their professional competencies throughout their career; issues are very similar within most veterinary practices and that being a member of an action learning set can help the individual to move their issue onwards towards a ‘win-win’ solution.  相似文献   

5.
This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts. A socio-cultural framework brings into view different opportunities for teacher informal learning. These evolve from comparing teacher interviews about their learning to ethnographic case studies of the school's cultures that include schools' missions, building structures, classroom environments, organizational arrangements, traditions, and professional relationships. The study illustrates key interrelated cultural qualities of schools that support and hinder informal learning; argues for the importance of acknowledging teacher informal learning as a method of career-long professional development, and suggests further research about how to build and sustain the school infrastructure necessary to maintain such development.  相似文献   

6.
刘巧丽 《衡水学院学报》2012,14(5):105-107,117
教育信息化背景下,各国都在教育改革中全力探索采用新模式和新途径来推进教师专业发展.我国传统教师专业发展模式存在诸多不足.因特网具有资源丰富、更新及时、交互多样、通讯快捷、学习自主、时空不限等特征,能为教师的专业发展提供一个良好空间.依托网上学习支持平台,教师学员可以经过自主学习、专题学习、案例研讨、实践教学、主题研讨与问题解决、反思教研、修正教学实践等环节,经历认识——实践——反思——再认识——再实践——再反思的不断循环往复,主动地提高自身专业化水平.  相似文献   

7.
It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence.  相似文献   

8.
Facilitating schools to develop more collaborative cultures is seen as one of the major challenges in promoting teachers’ continuing professional development. This article recounts how a fifteen-month project designed to promote greater collegial learning and professional development emerged and developed within one school. Evidence suggests that a model that is voluntary and that involves teachers observing each other's classrooms and sharing insights is both effective and sustainable. Trust, supportive school leadership and external facilitation are also identified as important components in the realization of this model of teacher development.  相似文献   

9.
This paper reports on the work of a small group of Education academics to build a professional learning community in a regional university in the north of England. Their efforts form part of a ‘Leading Learning’ school–university partnership serving schools in disadvantaged communities in inner city Leeds. This is designed to support teachers’ professional learning and development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively with each other and their schooling colleagues on their collective professional learning and to build their collaborative sense of professionalism. The complexities of this task—of working in a professional learning community within Faculty in order to model and support a city-wide professional learning community with teacher partners, school communities, and civil servants in the local Authority—are framed in terms of knowledge-building for the improvement of educational provision for disadvantaged students in local schools and the university.  相似文献   

10.
In an increasingly challenging tertiary environment where academics need more than ever to be skilled across a range of areas, including that of teaching, understanding what constitutes effective professional development is crucial. This paper reports on what a group of lecturers at an Australian university find valuable in developing their professional expertise by means of work-embedded events and activities. It was considered important to probe lecturers' understandings in line with constructivist approaches that encourage the involvement of participants in the learning or development process. Particularly where participants are highly educated and self-aware, drawing out their knowledge and practice seems a fruitful way of informing approaches to professional development. The study revealed that lecturers found a wide range of strategies useful in developing their professional expertise, with a predominance of those strategies being collaborative in nature. The paper suggests some practical ways in which universities can support professional development activities which lecturers identify as valuable.  相似文献   

11.
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies of professionals underpinned by the survey data, where relevant.  相似文献   

12.
In a period of radical educational reform, improving understanding of teachers’ professional learning is important for those who seek to make changes in classroom practice. Research-based enquiry is seen as the foundation of reflective practice, enabling teachers to generate pedagogical knowledge. However, teachers’ professional learning is inadequately theorized, and there is a lack of clarity about the type of theoretical framework to guide their development. This article gives insights into how teachers change their theories and practice. The data are drawn from a research study carried out in England which examined nine early childhood teachers’ theories of play and their relationship to practice. As an unintended outcome of their close involvement in the data collection and analysis, all of the teachers changed their theories, or practice, or both. The contexts which stimulated these changes and the learning processes which the teachers experienced are described and analyzed. On the basis of these data, a three-stage model of change is proposed and explicated, based on Fenstermacher's theory of professional learning. The conclusions indicate a need for a theoretical underpinning for teachers’ professional development which might also inform the design of teacher education courses.  相似文献   

13.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom.  相似文献   

14.
In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers?? needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers?? perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers?? ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers?? knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers?? professional development.  相似文献   

15.
In Canada, current federal learning-and-work policy is focused on individual learner-worker development using an iteration of lifelong learning as cyclical. This policy aims to enhance the social as an effect of enhancing the economic. In this neoliberal milieu, cyclical lifelong learning has become not only a norm but also a culture and an attitude. Still, a current Canadian phenomenon indicates that increasing numbers of young adults are disengaging from participation in such learning that the federal government considers being a preventive measure. In discussing their withdrawal from what might be perceived as cyclical lifelong learning for control, I consider a particularly challenging case: the predicament of young adults in the Canadian province of Newfoundland and Labrador. To help us think about adequately addressing the dislocation they experience in life and work, I offer a Freire-informed vision of a critical social pedagogy of learning and work. This pedagogy calls for re-engendering the social in lifelong learning by revitalizing critical social concerns with historical awareness, hope, possibility, ethics, justice, democratic vision, learner freedom, critique, and intervention.  相似文献   

16.
教师在线学习共同体中的学习驱动机制探讨   总被引：1，自引：0，他引：1  
信息技术的飞速发展及教师对自身专业素养的追求,促使教师在线学习共同体诞生,为教师专业发展开辟了一条崭新的道路。文章在分析教师在线共同体学习特征的基础上,总结出了该类共同体中驱动学习的六项因素,通过分析两个比较成功的学习共同体案例对模型进行了实例论证。  相似文献   

17.
While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During this period, the two mentor participants were engaged in a professional development intervention focused on fostering mentoring expertise. Data sources included transcribed professional conversations, interviews and action research documentation. Analysis of these data found that despite good intentions, mentors’ preconceptions of their role were difficult to change. Where substantive change was evident, there was a conceptual shift from a focus on mentee and student learning to include mentor learning. The study suggests that the development of mentor expertise is complex and cannot be assumed. The complexity associated with letting go of deeply ingrained beliefs and practices to develop mentoring expertise is illuminated in the dynamic interaction between the school context, the mentor’s preconceptions and re-conceptualisation of their role along with the on-going assessment of professional learning opportunities.  相似文献   

18.
In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development.  相似文献   

19.
My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.  相似文献   

20.
随着“大数据时代”的到来,一股席卷全球的智能化在线教育浪潮正在蔓延,高校传统的教学模式趋向颠覆,高校教师的职业发展也将受到重大挑战。众多大学生在在线学习时将会产生海量的数据,高校教师如何挖掘、分析这些数据,对改进自身教学实践、促进自身专业发展都具有丰富的价值。学习分析在大数据时代的高等教育中被广泛应用已成必然趋势,并具有非常广阔的应用前景,高校教师应该具备较强的数据分析能力。学习分析从以下四个方面促进大数据时代高校教师在线专业发展：可以提升作为在线学习者的高校教师的学习效率,激发其自主的专业发展意识;可以提高高校教师作为在线教学者的教学效率,发展其在线教学实践智慧;可以提高高校教师作为研究者的研究绩效,提升其对学生在线学习的服务能力;可以提高高校教师作为管理者的管理效率,提升其在线教学领导力。  相似文献   

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