Teacher education: Process of knowledge,
Colaborative learning: School is view as a learning
community. It refers to the way teachers learn while they
work in teams and because of all the ideas they can obtain
from others experiences and knowledge.
Colaborative and self-directed learning
Self-directed learning: Teachers have the responsability
of setting goals for self-development and the construction of
their own knowledge.
Teacher's perspective: This is a perspective on how
teachers may plan their professional development
Decide what you would like to learn about your teaching
and about the field
Identify a strategy to explore the topic you are interested
in.
Talk to people who have taken part in a professional
development activity
Decide what kind of support you will need
Select a colleague or colleagues to work with
Set realistic goals and establish a time frame
Evaluate what you have and share the results
Institutional perspective: This is a perspective on how
the institution may support teachers acquire their professional
development
Determining the needs of both the institution and its
teachers
Setting goals for professional development
Selecting the participants
Important considerations (principles that should be
reflected in a teacher development)
Providing support
Evaluating what has been learned
Disseminating the results
Novices and experts: The main difference relies on
the experience they have on how to manage
different situations in the work area and how they
relate solutions based on different techniques.
experience and skills that teachers acquire during
their career.
Teachers have different needs in their
professional career. Professional development
is not related only with academic courses but
also with experience on the field.
Teacher training and
teacher development
The nature of teacher education
Professional development: Teacher's and
institutional perspective
Understanding teacher learning
Conceptualizations of teacher learning
Individual and institutional perspective
Individual perspective: It's the point of view of teacher's
personal development where different areas may be
identified such as:
Subject matter knowledge
Pedagogical expertise
Self-awareness
Understanding of learners
Understanding of curriculum and materials
Career advancement
Teacher training: Learning with specific purposes mostly
for implementing new academic improvements with goals in
short term. They are guided and supervised; commonly in the
end you get feedback.
Teacher development: It's not focused on a specific job.
It has long-term goals. It is about the comprehension of the
basis on how to teach and what it means to be a teacher.
Understanding how we learn to teach, how we think while
we teach, what we learn when we teach.
Skill learning: Teaching can be broken down into
discrete skills that can be mastered one at a time
Cognitive process: How beliefs and thinking influence
the way teachers acquire knowledge.
Personal construction: Learning is actively constructed
and not passively received. Knowledge gets internalized by
reorganization and reconstruction.
Reflective practice: They learn on what they reflect
about their personal experiences in teaching.
Institutional perspective: Teacher development is
primarily conceived of in terms of the needs of the institution.
It has the following goals:
Institutional development
Career development
Enhanced levels of student learning
It is intended not to improve the performance of teachers
but to benefit the school as a whole