Professional Competence and Reflective Practice

1. Professional Competence and Reflective Practice Teachers as lead intellectuals! ‘the lad/lass o pairts’

2. Dimensions of Development Evidenced by • greater complexity in teaching e.g. in handling mixed-ability classes, reluctant learners, classes marked by significant diversity, or inter-disciplinary work; • the deployment of a wider range of teaching strategies; • the ability to adduce evidence of one’s effectiveness; • basing teaching on a wider range of evidence, reading and research; and

3. A pronounced capacity for self-criticism and self-improvement; the ability to impact on colleagues through mentoring and coaching, modelling good practice, contributing to the literature on teaching and learning and public discussion of professional issues, leading staff development , all based on the capacity to theorise about policy and practice.

4. A confluence of three ideas Problem Solving Research Lesson Study Communities of Practice

5. Karl Popper Problem solving and the nature of knowledge

6. P1 TS EE P2

7. Knowledge as problem solving • Retrograde Motion

8. Sharpe, R. (2004) Professional Knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists as knowledge in use, is ethical in its use and is changed by experience. The distinctive nature of professional knowledge lies in the interplay between its construction and use. When teachers use their knowledge, use changes what knowledge is.

9. Research Lesson Study (RLS)

10. TS1 P1 TS2 EE P2 TSn

11. Professional Communities Community as normative prescription or empirical description Gemeinschaft or Gesellschaft?

12. A Definition Communities of practice are groups of people informally bound together by shared expertise and passion for a joint enterprise.

13. They are not new: e.g.1 corporations of metal workers, potters, and masons in Classical Greece e.g.2 Craft Guilds in the Middle Ages

14. How they compare with other groups. A Snapshot Comparison Communities of practice, formal work groups, teams and informal networks are useful in complementary ways. Below is a summary of their characteristics.

15. negotiated enterprise mutual accountability interpretations rhythms local response joint enterprise mutual engagement shared repertoire engaged diversity doing things together relationships social complexity community maintenance stories styles artefacts actions tools historical events discourses concepts • Dimensions of practice as the property of a community • Mutual engagement • A joint enterprise • A shared repertoire ‘Communities of practice’ • Learning, Meaning and Identity • Etienne Wenger 2006

16. They don’t replace existing structures but complement them and radically galvanise knowledge sharing, learning and change However, the organic, spontaneous and informal nature of communities of practice makes them resistant to supervision and interference!

17. Successful managers cannot mandate communities of practice they can only hope to create them together by: • providing an infrastructure to nurture them; and • bringing the right people together.

18. Competent membership of a community of practice • The ability to engage with other members and respond to their actions; • The ability to establish relationships as a basis for participation; • The ability to understand the work of the community deeply enough to take some responsibility for it; and • The ability to make use of the repertoire of practice to engage in the history of practice and to make this history newly meaningful.

19. Communities of Practice: the Organisational Frontier?&Organisational Challenges

20. Burns and Stalker -The Management of Innovation Ideal types (after Weber) Mechanistic organisations V Organic organisations

21. A Practical example The Problem (P1) Pupils in key stage 3 don’t work well in groups

22. TLRP findings (1) Blatchford et al (2001-2004) Group work can be made to work with benefits to attainment, motivation and behaviour. Group work skills need to be approached developmentally: social skills first, then communication skills, then problem-solving.

23. TLRP findings (2) McGuinness and Sheehy (2001-2004) Developing pupils’ capacity to learn takes time and special attention needs to be paid to those with poorer cognitive and social resources. This in turn requires teachers to develop both their practices and theirbeliefs about learners.

24. TLRP findings (3) Hughes et al and Brookes Attention needs to be given to the creation of positive classroom climates characterized by respect, trust and mutual exchange of dignity. The most fundamental form of education – the process of becoming a person – requires as much careful consideration as the acquisition ofknowledge and skills. Personalized provision in schools should build on an understanding ofthe development of these strategic biographies, and respond to thesocial, cultural and material experiences of different groups of learners

25. Tentative solution Plan a lesson which approaches group work from a development perspective. What social and communication skills do we need to explicitly factor into our lesson plan? How can we build a positive classroom climate which facilitates pupils working in groups?

26. RLS (1) and (EE) RLS(2) and (EE) RLS (n) and (EE)

27. Modified problem 1 or new problem 2 Process begins anew

28. Professional competence leading to Ontological security