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Re-conceptualization of Teacher Professional Development

Re-conceptualization of Teacher Professional Development. Teacher Professional Development. In the wave of education reform, the centrality of the role of teacher professional development is undisputed. TPD. Traditional practices. Innovative practices. change process. NGO. ED.

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Re-conceptualization of Teacher Professional Development

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  1. Re-conceptualization of Teacher Professional Development

  2. Teacher Professional Development • In the wave of education reform, the centrality of the role of teacher professional development is undisputed. TPD Traditional practices Innovative practices change process

  3. NGO ED tertiary institutes Traditional Mode of Teacher Development MSC(ITE) BIT, IIT, UIT, AIT RTC PCEd, DipEd INSTEP knowledge, skills, best practices, etc. Teachers Experts

  4. Traditional Mode of Teacher Development Reflection • What are the problems with the traditional mode of teacher development?

  5. 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

  6. Traditional Mode of Teacher Development • 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.

  7. Models of Teacher Development Renewal Professional Development Training

  8. Training 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.

  9. Teachers Training Models • Roles: • Teachers generally assume passive roles. • Teacher is consumer of knowledge. • Principal or the trainers are the experts. Tertiary Institutes Presentations, demonstrations and observation of good practices Research Findings, Innovations, etc.

  10. Training Models • Practices • emphasize technical competence • Build individual teacher’s skills • Through training and practice • By planning and delivering training

  11. Professional Development Models • 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.

  12. Professional Development Models • Assumptions: • Professionals: • Professionals view research as knowledge that informs the decisions that they make. • Professionals create their own practice in use.

  13. Professional Development Models • Roles: • Teacher is constructor of knowledge. • Principal and trainers are collaborators.

  14. Professional Development Models • Practices: • Emphasize clinical competence. • Build professional community of practice. • Through problem solving and inquiry. • By emphasizing inquiry, problem solving, and action research.

  15. Renewal 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.

  16. Renewal Models • Roles • Teacher is internalizer of knowledge. • Principal and trainers are colleagues and friends

  17. Renewal Models • Practices • Teacher Emphasize personal and critical competencies • Building caring community to help teacher to become inquirers, problem solvers, and researchers of their own practices. • Through reflection and re-evaluation. • By encouraging reflection, conversation, and discourse.

  18. Reflections • Regarding the various IT related training provided by the government, which model(s) of teacher development are being adopted? Please give examples. • What is(are) the best way(s) of carrying out teacher professional development at school level? • Is teaching portfolio a tool for assessment or professional development? • Is teaching a profession? Why?

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