Teacher Development and the Development of Community
|
Conceptions
of Teacher Learning |
Differing
Assumptions |
Implications for Professional Development |
| Knowledge for practice |
Research generates formal knowledge for teacher
use |
Emphasis on dissemination and use of research |
| Knowledge in practice |
Knowledge embedded in exemplary practice and reflection |
Focus on experience-based projects and "practical
knowledge" |
| Knowledge of practice |
Teachers learn by making teaching learning, and
research problematic |
Systematic critical inquiry in communities |
|
Adapted from Cochran-Smith, M. and Lytle, S. (1999).
"Teacher Learning in Communities." Review
of
Research
in Education. Volume 24. Washington, American Educational
Research Association. |
New
Social Realities of Teaching
Individualism à Professional
Community
Teacher at the Center
à Learning at the Center
Technical Work à Inquiry
into Practice
Controlled Work à
Accountable Practice
Classroom Concerns
à Whole School Concerns (and Beyond)
Weak Knowledge Base
à Broad Knowledge Base
Isolated Artisans
à Committed Colleagues
From Lieberman and Miller: Teachers:
"Restructuring" Their World
and Their Work
Principles of Teacher Development: The Writing Project
Way
| |
Teachers learn
by teaching other teachers. |
| |
Teachers learn
form making their work public and having it discussed
and critiqued by a group of peers. |
| |
Learning to
write and learning to teach have a great deal in common. |
| |
There are strong
value commitments in the WP but methods and means to
get there are non-ideological. |
| |
Teaching is
accepted as messy, uncertain and unfinished. "Habits
of mind" include a deeper understanding of how
to make sense of the environment. |
| |
Teachers learn
by taking different roles and seeing the world through
different perspectives. Personal and professional learning
are naturally connected. |
| |
Teachers take
leadership back home. |
| |
Networks provide
powerful contexts for teacher learning, community and
the enhancement of teacher’s confidence and self-esteem. |
Necessary conditions for authentic teacher learning
and development:
| |
Work that is
grounded in practice. |
| |
A variety of
opportunities to learn. (Study groups, reading together,
teachers teaching teachers, inquiry groups, narrative
writing, looking at student work, discussing standards
for subject matter or grade level, doing "lessons"
in a group, opportunities for feedback, reflection and
discussion) |
| |
Non-judgmental
and supportive |
| |
Opportunities
for teacher leadership. |
| |
The environment
itself should model collaboration, support and educationally
enrich ideas. |
| |
Activities
should be intellectually rich, socially engaging, and
personally accessible. |
| |
Teacher learning
needs to occur in a community. |
Ann Lieberman ? Teachers Transforming Teaching:
Stories, Strategies and Structures. Skylight conference, March
12-14, 2000. Orlando, FLA.
Principles
of Learning
| |
Learning is
integrated into the life of cultures and communities |
| |
Learning is
fundamentally social |
| |
Learning is
an act of participation |
| |
Knowing depends
on engagement in practice |
| |
Engagement
is inseparable from empowerment |
| |
Failure to
learn is the result of exclusion from participation |
| |
People are
natural lifelong learners |
|
