Facilitating Self-Study of Professional Development: Researching the Dynamics of Teacher Learning.
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| Title: | Facilitating Self-Study of Professional Development: Researching the Dynamics of Teacher Learning. |
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| Authors: | Hoban, Garry F.1 (AUTHOR) garry_hoban@uow.edu.au, Butler, Sue2 (AUTHOR), Lesslie, Loraine2 (AUTHOR) |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. May2007, Vol. 3 Issue 1, p35-51. 17p. 4 Diagrams. |
| Subject Terms: | *Teacher educators, *Elementary school teachers, *Autodidacticism, *Learning, *Career development, *Teaching |
| Abstract: | In this study a teacher educator worked with two elementary teachers to facilitate a self-study of their learning during a professional development programme. The programme extended for 6 months and was underpinned by four learning processes - reflection, sharing, action and feedback. The two teachers documented their learning experiences and were interviewed several times during and after the study. At the end of the 6-month period, the teachers sketched and shared models of their learning and then collaborated to produce a joint model. Sue learned that she needed to start with a small change in her teaching and that her learning involved multiple factors that interacted to create change. Loraine learned that focusing on the teaching of science reminded her of childhood experiences and that it was important for her to analyse why she taught the way she did. Self-study helped the teachers to develop insights about how they learned and enabled them to better understand and manage their own professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In this study a teacher educator worked with two elementary teachers to facilitate a self-study of their learning during a professional development programme. The programme extended for 6 months and was underpinned by four learning processes - reflection, sharing, action and feedback. The two teachers documented their learning experiences and were interviewed several times during and after the study. At the end of the 6-month period, the teachers sketched and shared models of their learning and then collaborated to produce a joint model. Sue learned that she needed to start with a small change in her teaching and that her learning involved multiple factors that interacted to create change. Loraine learned that focusing on the teaching of science reminded her of childhood experiences and that it was important for her to analyse why she taught the way she did. Self-study helped the teachers to develop insights about how they learned and enabled them to better understand and manage their own professional development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425960701279818 |
