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Embedding T eacher Professional Development as Business as Usual

Embedding T eacher Professional Development as Business as Usual. Lyn Williams. New teachers …. Self-assured √. Knowledgeable √. Experienced √. 5 weeks later …. How do we tend to think about professional development for teachers?. PRIOR LEARNING. CONTEXT.

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Embedding T eacher Professional Development as Business as Usual

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  1. Embedding Teacher Professional Development as Business as Usual Lyn Williams

  2. New teachers … Self-assured √ Knowledgeable √ Experienced √

  3. 5 weeks later ….

  4. How do we tend to think about professional development for teachers? PRIOR LEARNING CONTEXT MODELLING/ EXPERIENTIAL LEARNING PERSONAL LITERACIES OPPORTUNITIES IN THE WORKPLACE FOR PRACTICE Teacher training

  5. How do we ACTUALLY learn to be a tertiary teacher…? TEAMS PEER SUPPORT NECESSITY STUDY GUIDED PRACTICE OBSERVATION EXPERIENCE TRIAL AND ERROR REFLECTION ON EXPERIENCE FEEDBACK Workplace Learning

  6. How are we trying to help teachers make the links?

  7. Agency and Environment • Agency …. • “individuals should be conscious and active in creating, maintaining and activating aspects of their personal networks” • Environment … • Expansive learning environments support teachers to grow & develop; share practice among participants; provide opportunities to talk about teaching & learning

  8. Workplace Learning Environments

  9. References Billet, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney, Australia: Allen & Unwin. Chan, S. (2009). Perspectives of new trades tutors: Towards a scholarship of teaching and learning for vocational educators. Wellington: AkoAotearoa. Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning. Abingdon, England: Routledge. Hodkinson, P., & Hodkinson, H. (2005). Improving schoolteachers‟ workplace learning. Research Papers in Education, 20(2), 109-131.

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