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E-grāmata: Teachers as Self-directed Learners: Active Positioning through Professional Learning

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Teachers as Self-directed Learners: Active Positioning through Professional LearningPalielināt
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This book redefines teacher in-service education as being less about participation in a program and more about the opportunity for teachers to experience a process of learning that is personally meaningful and contextually relevant to their own teaching practice. The research presented here reveals that teachers have the capacity to think and work differently, yet are rarely provided with opportunities to exercise active decision-making about their personal learning needs. Creating and implementing such an approach involves reimagining all aspects of the learning experience so that teachers are free to articulate their own learning needs and actively work to determine what matters most for their professional practice.

The book breaks new ground by drawing from research related to an in-service program where teachers, their experience and professional thinking were deliberately positioned at the centre of the learning experience. Using this evidenced-based approach, it focuses not only on the learning achieved, but also the conditions that enabled teachers to undertake such learning.

Part I Teacher Professional Development: Who Owns the Learning?
1 Teachers as Learners: Building an Alternative Landscape
3(6)
Introduction
3(1)
The Role of Teachers in Changing Times
4(1)
Noticing Teacher Expertise
4(1)
Professional Learning That Actively Positions Teachers as Self-Directed Learners
5(4)
2 Sowing the Seeds for Potential Growth
9(16)
Introduction
9(1)
In Pursuit of Effective Teacher Professional Development
10(1)
Limitations of PD: The Tension Between Intent and Outcomes
11(2)
Hunting the Assumptions Shaping PD
13(1)
In-Service Teacher Education Practice: Purpose and Framing
14(1)
The Limitations of Existing Assumptions
14(2)
Reconsidering the Accepted Role and Identity of the Teacher in PD
16(2)
Professional Learning Is Personal
18(1)
Professional Learning Is About Noticing
19(1)
Professional Learning Is Hard Work
20(1)
Ownership of Expert Knowledge in Teacher Education
21(2)
Summary
23(2)
3 PD and PL: Navigating the Divide
25(8)
Introduction
25(1)
Positioning Teachers as Active Learners
25(2)
Exposing Assumptions
27(1)
Existing Assumptions About Professional Expertise
27(1)
Existing Assumptions About the Ownership of Learning
28(1)
Existing Assumptions About the Nature of Learning
29(2)
Developing a Conceptual Framework to Actively Position Teachers as Learners
31(1)
Summary
32(1)
4 Shifting Accepted Routines of Practice
33(16)
Introduction
33(1)
Designing Research to Investigate Conditions for Learning
33(3)
The Connected Dimensions of Professional Learning
34(1)
Attempting to Align Intention with Practice
35(1)
Method
36(9)
Stage 1 Learning About What Matters to School-Based Leaders of Science
36(1)
Stage 2 The Programme
37(1)
Timeline
37(1)
Venue and Format
38(1)
Participants
39(1)
Data Collection and Analysis
39(2)
The Tensions of Ownership
41(1)
Stage 3 Collating Findings
41(1)
Data Analysis
42(3)
Summary
45(4)
Part II Teachers as Self-Directed Learners: Active Positioning Through Professional Learning
5 Programme Operational Features Enabling Teachers to Be Active Decision Makers
49(32)
Introduction
49(30)
Analysis of Programme Operational Features
50(1)
Teachers as Self-Directed Learners: Six Operational Features
51(28)
Chapter Summary
79(2)
6 The Role of a Learning Facilitator
81(10)
Introduction
81(1)
Findings
82(1)
Overview
82(1)
Operational Feature: Facilitator Actions in Programme Sessions
82(3)
Changing Skills and Expertise
85(1)
Exploring Facilitator Skills in Practice: School-Based Meetings
86(3)
Chapter Summary
89(2)
7 A New Way of Operating: Emerging Challenges for Traditional Practice
91(8)
Introduction
91(1)
Challenges at a Sector Level
92(1)
Challenges for Teachers
93(2)
Challenges for Facilitators
94(1)
Chapter Summary
95(4)
Part III Positioning Teachers as Self-Directed Learners
8 The Teacher Perspective: The Value and Impact of Learning Experiences
99(20)
Introduction
99(1)
Most Valued Learning Experiences: The Teacher Perspective
100(1)
Guest Speakers: The Programme Experience
101(11)
Personal Engagement
104(2)
Contextual Connection
106(2)
Technical Connection
108(4)
Teachers Talking with Other Teachers: The Programme Experience
112(3)
Reflection: The Programme Experience
115(2)
Building a Sense of Personal Professional Identity
116(1)
Professional Principles: Reflecting on Reasoning
117(1)
Chapter Summary
117(2)
9 The Facilitator Perspective: The Decisions and Actions That Strategise Teacher Self-Directed Learning
119(8)
Introduction
119(1)
Facilitator Actions: The Programme Experience
120(6)
Maintaining the Learning Intention
122(2)
Building Productive Professional Relationships
124(1)
Teachers Aligning Reasoning with Action
125(1)
Chapter Summary
126(1)
10 Teacher Learning: The Challenges of Passive and Intentional Disconnection
127(10)
Introduction
127(1)
The Challenges
128(5)
The Challenge of Passive Disconnection
128(2)
The Implications of Embedded School-Based Expectations About Teacher Learning
130(3)
Chapter Summary
133(4)
Part IV Explicating Teacher Learning: Going Beyond Tasks
11 Teacher Decision Making: Teacher Learning
137(14)
Introduction
137(1)
Attempting to Understand the Real Potential of Teacher Learning
138(1)
Understanding the Fluid and Nuanced Nature of Professional Practice
139(1)
Teacher Decision Making and Teacher Learning
140(9)
How Teachers Determined the Value of Ideas and Experiences
140(2)
Translating New Thinking into Appropriate Professional Practice
142(1)
Joanne's Story
143(1)
Identifying the Important Values Underpinning Practice
144(1)
Carol and Claudia's Story
145(2)
Indicators of Low Engagement
147(2)
Chapter Summary
149(2)
12 Implications for Approaches to Teacher Learning
151(6)
Introduction
151(1)
Shifting Expectations
151(1)
Valuing Different Learning Outcomes
152(3)
Chapter Summary
155(2)
13 Teacher Self-Directed Learning: Further Insights
157(4)
Moving Forward: A Summary
158(3)
Appendices 161(16)
References 177(4)
Index 181
Kathy Smith is Senior Lecturer at Monash University with specialisations in primary science education and teacher professional learning. Kathy has worked with the Victorian Department of Education and Early Childhood Development (DEECD) on a number of science projects including Primary Connections and Coaching workshops. Her work has also included an ongoing 8-year relationship with Catholic Education Melbourne (CEM), where she has developed and facilitated a number of teacher professional learning initiatives aimed at enhancing teacher confidence and supporting the learning and teaching of science at all levels of schooling. Undertaking work as an Education Consultant has also enabled Kathy to gain extensive experience working with schools in the Government and Independent sectors, supporting teachers with planning and pedagogy. This work built upon previous experiences with Manager of Education programs for the Monash Science Centre, located at Monash University. In this position shewas able to oversee the provision of quality school-based support for science education, particularly in primary schools, across all sectors. Prior to these roles Kathy worked as a Sessional Lecturer in Science and Mathematics Education at RMIT and began her career working as a primary classroom teacher for nine years with the Victorian Department of Education. Critically, Kathy continues her involvement in teacher professional learning and has particular expertise in primary science education, with a particular interest in the conditions that build teachers capacity for self-directed learning.
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