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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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Presentation Transcript
new teachers
New teachers …

Self-assured √

Knowledgeable √

Experienced √

how do we tend to think about professional development for teachers
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

how do we actually learn to be a tertiary teacher
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

agency and environment
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
references
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.