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Children, on-line learning and authentic teaching skills in primary education |
Professional Development |
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Main Topics
More information ...
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About Professional Learning At all stages in the process teachers need to be supported by their ‘expert’ colleagues. Teachers who demonstrate success and comfort in incorporating ICT into their class programs consistently report having a personal professional learning support network.
Typically this network is made up of teaching colleagues and others. Membership of the network usually includes peers who are at a similar stage of development. Many teachers report being discouraged when receiving assistance from 'technical experts' who do not explain the assistance they have provided. Similarly teachers are often daunted, or 'made to feel guilty' by other teachers who are able to demonstrate the use of ICT well beyond the teacher's current level of practice.
Out of hours access to an internet-connected computer, frequent use of email and social contacts all enable this network to be effective beyond the immediate school in which the teacher is currently placed. The implication is that the use of ICT is fostered by membership of one or more professional learning communities with some interest in ICT.
The benefits of such membership include easier access to resources, more prompt support for problem solving and encouragement to be innovative in the introduction of new teaching practices. This aspect of teacher confidence and competence parallels the way in which many children learn about ICT from family and friends.
Thus key professional development for many teachers is often social, informal and loosely organised by the participants in response to their own immediate and local needs and provided 'just-in-time'.
Learning from (other) practitioners As observed in many classrooms in this project it for good practitioners:
This is characteristic of capable professionals is at the heart of this research project.
A Professional Learning Pilot The proposed professional learning pilot to be trialled in the second half of 2003 will be consistent with much of the above. The pilot will have several characteristics.
It is expected to utilise an action learning approach in its own right focusing on relevant
There will be a strong emphasis collaboration between contributing partners: sharing knowledge, insight and experience
In addition there will be support for schools and teachers to explore and to work towards achieving:
The underpinning theoretical framework is contained in the paper '3 Levels of Consideration' (or click here for a pdf version)
Underpinning the above will be a well founded understanding of
Simultaneously the professional development will test (in practical ways) the theoretical notions that have emerged in the research to date.
Possible action learning projects For example, support could be provided for various combinations of the following
Please email the team with your hopes, needs, intentions in relation to possible professional development projects.
For more detail please see Professional
Learning (Pilot 2003) |
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Webb phone 03 6324 3492 |
